The document discusses teaching reading using primary sources and the goals of literacy. It defines literacy as the ability to understand, interpret, communicate, and use printed materials. The goals of standardized reading tests like FCAT are to measure students' ability to construct meaning from a variety of texts, both literary and informational. The document also discusses the cognitive complexity of reading tasks and changes to standardized tests over time, including using more primary sources and increasing the proportion of informational texts.
In this paper, there are three articles that concentrate on the analysis of genres should be reviewed.
Particularly so, these three articles shed light on the contribution of the corpus linguistics methodology to the
analysis and application of academic genres. For easy reference, I have to label Article 1 on From Text To Corpus-
A Genre-based Approach to Academic Literacy Instruction by C Tribble and U. Wingate, Article 2 on Using Corpusbased
research and Online Academic Corpora to Inform Writing of the Discussion Section of a Thesis, by L. Flower
dew and Article 3 on An Integration of Corpus-Based and Genre-Based Approaches to Text Analysis in EAP/ESP:
Countering Criticisms Against Corpus-Based Methodologies, also by L. Flower dew.
InvestWrite 2015 Common Core CorrelationsVincent Young
These are the Common Core ELA correlations to the 2015 InvestWrite essay contest questions. Visit the InvestWrite site for more information: www.investwrite.org.
In this paper, there are three articles that concentrate on the analysis of genres should be reviewed.
Particularly so, these three articles shed light on the contribution of the corpus linguistics methodology to the
analysis and application of academic genres. For easy reference, I have to label Article 1 on From Text To Corpus-
A Genre-based Approach to Academic Literacy Instruction by C Tribble and U. Wingate, Article 2 on Using Corpusbased
research and Online Academic Corpora to Inform Writing of the Discussion Section of a Thesis, by L. Flower
dew and Article 3 on An Integration of Corpus-Based and Genre-Based Approaches to Text Analysis in EAP/ESP:
Countering Criticisms Against Corpus-Based Methodologies, also by L. Flower dew.
InvestWrite 2015 Common Core CorrelationsVincent Young
These are the Common Core ELA correlations to the 2015 InvestWrite essay contest questions. Visit the InvestWrite site for more information: www.investwrite.org.
Cognitive linguistics is a direction in linguistics that explores the problems of the correlation of language and consciousness, the role of language in the conceptualization and categorization of the world, in cognitive processes and generalization of human experience, the connection of individual cognitive abilities of a person with the language and the forms of their interaction Rakhimov , M.M. 2020. Methods in cognitive linguistics. International Journal on Integrated Education. 3, 2 (Feb. 2020), 34-36. DOI:https://doi.org/10.31149/ijie.v3i2.8 Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/8/8 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/8
In the framework of AAIT 18, where we discussed the level of awareness of T&I as a profession, I presented the idea that translators are mediators between clear communication and technology. 'Artifical Intelligence' is perhaps inadvertently omnipresent in our lives, from "intelligent' vacuum cleaners to Tolstoi write-alikes. And then there is the push for clear communication heralded by the Plain Language movement. Plain Language seems to suggest language that is machine translatable. However, I advocate for Plain Language 2.0: clear communication with style. Yes, machines can do a great deal but infusing communication with relevant flair and without sacrificing clarity is still a human endeavor, that's where sophisticated professionals come in.
Cognitive linguistics is a direction in linguistics that explores the problems of the correlation of language and consciousness, the role of language in the conceptualization and categorization of the world, in cognitive processes and generalization of human experience, the connection of individual cognitive abilities of a person with the language and the forms of their interaction Rakhimov , M.M. 2020. Methods in cognitive linguistics. International Journal on Integrated Education. 3, 2 (Feb. 2020), 34-36. DOI:https://doi.org/10.31149/ijie.v3i2.8 Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/8/8 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/8
In the framework of AAIT 18, where we discussed the level of awareness of T&I as a profession, I presented the idea that translators are mediators between clear communication and technology. 'Artifical Intelligence' is perhaps inadvertently omnipresent in our lives, from "intelligent' vacuum cleaners to Tolstoi write-alikes. And then there is the push for clear communication heralded by the Plain Language movement. Plain Language seems to suggest language that is machine translatable. However, I advocate for Plain Language 2.0: clear communication with style. Yes, machines can do a great deal but infusing communication with relevant flair and without sacrificing clarity is still a human endeavor, that's where sophisticated professionals come in.
Textual analysis Or Content Analysis pptHelinaWorku2
This power point includes Definition ,the Focus of the Investigation ?,How to carry out a content analysis, Kinds of textual analysis , The advantages and disadvantages of content analysis.
This handout was used for my Southern Regional Education Board Summer Session presentation. I presented methods of integrating literacy strategies and technology to engage students.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
4. Cognitive Complexity Low: Moderate High More than 70% of students are likely to respond correctly. Between 40% and 70% of students are likely to respond correctly. Fewer than 40% of students are likely to respond correctly. Require students to recall, observe, question, or represent basic facts. Require two steps: comprehension and subsequent processing of the text Make heavy demands on student thinking Demonstrate simple skills or abilities Make simple inferences within the text Explain, generalize, make multiple connections Basic understanding of texts Signal words: Summarize, infer, classify, gather, organize, compare, display; explain, describe or interpret Requires several steps involving abstract reasoning and planning; must support thinking “ Just read the lines” Skills and concepts May involve identifying theme and implicit main ideas “ Read between the lines” Make complex inferences or complex analyses within and across texts Take information from one portion of text and apply information to a new task. “ Read beyond the lines.”
7. Reporting Category 4: Information and Media Literacy Standard 6: The student comprehends a wide array of informational text that is part of our day to day experiences. What are the implications for instruction? Text Features in 2.2.1 Category 3 Text Features in 6.6.1 Category 4 Texts should be literary and may include, but are not limited to, fiction, nonfiction (e.g. biographies, autobiographies, diary entries, memoirs), poetry, or drama Texts should be informational . Texts may include, but are not limited to, functional reading materia ls (e.g. websites, consumer documents, how-to articles, brochures, fliers, and other real-world documents.) Texts should include a single, identifiable text feature or should contain a variety of text features. Texts should include a single, identifiable text feature or should contain a variety of text features. Stimuli found in texts may include titles, headings, subheadings, charts, graphs, illustrations, maps, diagrams, information found in captions, stanzas, italicized text, and text boxes. Stimuli found in text may include headings, subheadings, titles, subtitles, maps, diagrams, captions, illustrations, graphs, or italicized text.
9. Contact Information: Learning Resources & Instructional Materials Lynne Oakvik, Specialist [email_address] Margaret Rhorbach/Atlantic Tech High School [email_address]
Editor's Notes
Florida Organization of Instructional Leaders November 19, 2009 FDOE Office of Assessment Photograph of poet Walt Whitman and original notebook that have been digitized for the American Memory project, Library of Congress.
The model lesson that you will see today is designed to help students develop higher level literacy skills. The lesson infuses primary sources and uses the Inquiry model as the framework. Before we begin the lesson let’s review the connection between Literacy and Inquiry, 21 st century teaching and learning and FCAT 2.0 category 4.
Florida Organization of Instructional Leaders November 19, 2009 FDOE Office of Assessment In January, Peggy Livingston and Terri Coyle presented a detailed ppt on FCAT 2.0 reading. I have pulled the slides from that presentation to review information related to FCAT 2.0/Category 4. Let’s start with the purpose of FCAT 2.0 Reading…. Constructing meaning from a wide variety of texts—literary texts that provide insight, entertainment or inspiration or informational texts that solve problems, raise questions, provide information and present new ideas. As we will model, integrating primary and secondary sources with reading curriculum can help students practice the skills of inquiry and deepen their comprehension of period literature.
We can see that the effective lesson design that will provide opportunities for students develop the stamina and skills for high level thinking require opportunities to generalize, make multiple connections, take several steps in planning, make complex inferences and analysis within and across text –take information from one portion of text and apply that information to a new task.
As we work through our model lesson today be on the look-out for opportunities in the lesson for students to identify how text features contribute to a text, evaluate strong versus weak arguments, examine validity and reliability of information within and across texts.
Students must be also able to identify and understand key differences in the types of text they are reading. Integrating primary and secondary resources related to reading curriculum helps students make those important text to self, text to text, and text to world connections in both with literary and informational text.
Primary and secondary sources also help expose students to a variety of texts and text features that have a specific purpose and point of view. Using primary sources is a great scaffolding tool to get students to practice investigating and evaluating different types of materials.
Based on what we know about how the Media and Information literacy strand is measured and assessed, we can see that infusing primary and secondary sources helps to promote critical thinking skills by deepening inquiry and questioning skills by asking students to think about…. Why? Why do things happen the way they do? Requires students to analyze, problem solve, determine cause and effect How? How does this work? How can things be made better? Requires students to synthesize information Which? Which is best? Requires students to make thoughtful decisions, make choices based on evidence.