The document provides instructions for a lesson on reading strategies that will help students comprehend material effectively, including having students use Cornell notes to take notes on a reading passage as the teacher models reading strategies like preparing for and annotating a text.
Lesson 19 - Identifying Topics, Main Ideas and Supporting DetailsEzr Acelar
Used in Developmental Reading Class.
Includes Take Off/Motivation Activities, Discussion on the Paragraph, Main Idea, Topic Sentence, Tips from Reading Resources, and some activities for practice.
Lesson 19 - Identifying Topics, Main Ideas and Supporting DetailsEzr Acelar
Used in Developmental Reading Class.
Includes Take Off/Motivation Activities, Discussion on the Paragraph, Main Idea, Topic Sentence, Tips from Reading Resources, and some activities for practice.
PPT shown to upper elementary students in 2010. Was used in a blog post discussing good visual design to show bad habits in previous work. Please note that it does not credit authors of images and so is not recommended for use, only as an example of what NOT to do when creating PPTs.
Week 1 of CMU ELI 182 Online
This presentation will help you understand how strategies can improve your reading. Identify which strategies you already use and which ones you need to work on.
This presentation focuses on the concept of active reading strategies. Participants will be introduced to an array of strategies to train students on going beyond the passive retrieval of information from a reading passage. The purpose is to shed more light on the advantageous use of advanced reading skills, such as summarizing, interpreting, comparing and analyzing to interact actively and effectively with any given text. In a similar vein, this practical workshop will engage participants into hands-on activities so as to practise a number of active reading strategies for encouraging and maintaining students’ motivation in reading classes.
This presentation discusses 15 strategies that students sixth grade or above can use before, during, and after reading with a focus on nonfiction texts.
PPT shown to upper elementary students in 2010. Was used in a blog post discussing good visual design to show bad habits in previous work. Please note that it does not credit authors of images and so is not recommended for use, only as an example of what NOT to do when creating PPTs.
Week 1 of CMU ELI 182 Online
This presentation will help you understand how strategies can improve your reading. Identify which strategies you already use and which ones you need to work on.
This presentation focuses on the concept of active reading strategies. Participants will be introduced to an array of strategies to train students on going beyond the passive retrieval of information from a reading passage. The purpose is to shed more light on the advantageous use of advanced reading skills, such as summarizing, interpreting, comparing and analyzing to interact actively and effectively with any given text. In a similar vein, this practical workshop will engage participants into hands-on activities so as to practise a number of active reading strategies for encouraging and maintaining students’ motivation in reading classes.
This presentation discusses 15 strategies that students sixth grade or above can use before, during, and after reading with a focus on nonfiction texts.
Comprehension Skills-Reading Skills,Types,Barriers and overcoming ways to it. It help all listeners to understand the importance of reading skills in day to day life and in education and also helps to the students who are preparing for competitive exams by approaching coaching classes.
Day 2 in a multi-district, K-12 series, with mentors: Formative assessment and quality teaching in inclusive classrooms and schools: a community of professionals
This tutorial provides an overview of the three levels of questioning, drawing on the concept of the three-level study guide. *The “Three level question guide” is a technique developed by Herber in 1978.
Source: Herber, H. (1978). Teaching reading in the content
areas. New Jersey: Prentice Hall. The aim of the tutorial is future and current elementary teachers.
This presentation shows how to use the TAPF method (Topic-Audience-Purpose-Form) to plan a piece of academic writing.
The presentation is used in the English Composition I course at City Vision University (www.cityvision.edu)
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
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.
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. LESSON OUTCOMES AND BELL RINGER
INSTRUCTIONS
LESSON OUTCOME:
• BY THE END OF THIS LESSON, STUDENTS WILL BE
FAMILIAR WITH STRATEGIES TO USE IN ORDER
TO READ AND COMPREHEND MATERIAL
EFFECTIVELY THROUGHOUT THE ACADEMIC YEAR.
INSTRUCTIONS:
• COLLECT TODAY'S LEARNING PACKET
• PREPARE TO WORK WITH THE CORNELL NOTES
GRAPHIC ORGANISER FOUND ON PAGE ONE.
3. WHITEBOARD RESPONSE
•PROMPT: YOU HAVE JUST BEEN PRESENTED
WITH A NEW PIECE TO READ.
oWHAT DO YOU DO BEFORE YOU READ THE
PIECE?
oWHAT DO YOU DO AS YOU READ THE PIECE?
oWHAT DO YOU DO AFTER YOU READ THE
PIECE?
•WHAT WOULD YOU SAY ARE COMMON
CHALLENGES READERS FACE WHEN READING
NEW MATERIAL?
4. REMEMBER...
• ALL READERS STRUGGLE WITH READING AT ONE POINT OR
ANOTHER.
• BY LEARNING READING STRATEGIES AND WITH A LITTLE
PRACTICE, YOU WILL BUILD YOUR CONFIDENCE TO
ATTACK A TEXT AND COMPREHEND WHAT YOU ARE
READING.
• BE KIND TO YOURSELF. THIS DOESN'T HAPPEN
OVERNIGHT. SOMETIMES IT TAKES TIME.
Cartoonist: Randy Glasbergen
5. STEP 1: PREPARE YOURSELF TO READ THE
SELECTION
•INSTEAD OF DIVING INTO A SELECTION, YOU NEED TO
ESTABLISH A CONTEXT FOR WHAT YOU WILL BE READING
•WHAT IS THE PIECE ABOUT?
•WHAT DO YOU KNOW ABOUT THE AUTHOR'S
BACKGROUND AND REPUTATION?
•WHERE WAS THE WRITING FIRST PUBLISHED?
•WHO IS THE INTENDED AUDIENCE?
•HOW MUCH DO YOU KNOW ALREADY ABOUT THE SUBJECT
OF THE SELECTION?
You can tell a lot
about an article
by looking at the
information that
surrounds it.
6. WHAT DO YOU NOTICE
ABOUT THE CONTEXT?
We can learn a lot about what a text will be about by looking at contextual clues.
What information can we obtain about the article by looking at the contextual clues?
A U.S.
news
paper
Reliable source? How might a U.S.
newspaper vary from a European
newspaper's statement of the
same events?
Title & Subject of
the article. What
do I know about
this topic
already?
Important quotes
from the article
make it easier to
discern the main
purpose.
What information does the image
provide about the article? Is there
a caption?
How might knowing the date
impact our understanding of
the article?
7. STEP 2: FIRST READING OF THE SELECTION
• Will make it easier to refer to when
writing or discussing
• If it is a longer passage,number by fives.
• Write small numbers in the margins next
to the paragraph indentations.
Number the
paragraphs
• Question marks next to material that
isn't clear
• Circles around words that are unfamiliar
• Underline author's main claim if
applicable.
• Avoid too much annotation for the first
read.
If possible,
read passage
twice.
gregarious
Author's claim
8. STEP 3: REREAD THE SELECTION
•YOUR SECOND READING WILL BE QUITE DIFFERENT FROM THE FIRST.
•"YOU WILL KNOW WHAT THE ESSAY IS DOING, WHERE IT IS GOING, AND HOW
IT GETS THERE"(ESCHHOLZ 6-7).
IN THE SECOND READING, YOU CAN FOCUS ON THE INDIVIDUAL PARTS OF THE
ESSAY MORE ACCURATELY.
Test first impressions
Work out how and
how well the essay is
put together
Pay attention to
author's purpose and
how the author goes
about achieving it.
Look at structure and
style more closely
9. STEP 4: ANNOTATE THE SELECTION
• WHEN YOU ANNOTATE A SELECTION YOU SHOULD
DO MORE THAN SIMPLY UNDERLINE WHAT YOU
THINK ARE IMPORTANT POINTS.
• IT IS EASY TO UNDERLINE SO MUCH THAT THE
NOTATIONS BECOME MEANINGLESS
• WHAT YOU CAN ANNOTATE IN A TEXT
• MEMORABLE STATEMENTS OR IMPORTANT POINTS
• KEY TERMS OR CONCEPTS
• CENTRAL ISSUES OR THEMES
• EXAMPLES THAT SUPPORT THE MAIN POINT
• UNFAMILIAR WORDS
• QUESTIONS YOU HAVE ABOUT A POINT OR PASSAGE
• YOUR RESPONSE TO A SPECIFIC POINT OR PASSAGE.
What to do
instead
11. PRE-READING WORD
CLOUD
• IN THE CENTRE OF YOUR PAPER, JOT DOWN THREE
TEACHERS WHO YOU FEEL IMPACTED YOUR LIFE
IN A POSITIVE WAY.
• DRAW A CIRCLE AROUND THEIR NAMES
• THEN, USE ADJECTIVES AND ADJECTIVAL
PHRASES TO DESCRIBE WHAT MADE YOUR
TEACHERS GREAT.
Teachers'
Names
Qualities to
describe
them
Qualities to
describe
them
Qualities to
describe
them Qualities to
describe
them
Qualities to
describe
them
Qualities to
describe
them Qualities to
describe
them
Qualities to
describe
them
Key Terms
• Adjective: a word that describes something named by a noun or
pronoun
• Adjectival phrase: a group of words that explain a noun or pronoun;
it can come before or after the noun or pronoun.
12. MODELING THE
STRATEGIES....
• IN YOUR PACKET FOR TODAY YOU WILL FIND AN ARTICLE ENTITLED
"MY FAVORITE [FAVOURITE] TEACHER" BY THOMAS L. FRIEDMAN.
• AS WE READ, I AM GOING TO MODEL FOR YOU HOW I READ A PIECE
OF WRITING.
• USE THIS MODEL AS A GUIDE FOR HOW I EXPECT YOU TO TACKLE
EACH PIECE OF READING THIS YEAR.
13. What information does the
image provide?
What does the information
about the author do for us as
readers?
How does the brief summary
at the beginning help us?
What do I know about
this subject? Do I have
any feelings toward or
knowledge about the
subject?
Step 1: Prepare
yourself to read
the selection
Article Source: Friedman, Thomas L., "My Favorite Teacher." Subject and
Strategy: A Writer's Reader, edited by Paul Eschholz and Alfred Rosa, Bedford
St. Martin's, 2014, pp. 12-15.
15. Article Source: Friedman, Thomas L., "My Favorite Teacher." Subject and
Strategy: A Writer's Reader, edited by Paul Eschholz and Alfred Rosa, Bedford
St. Martin's, 2014, pp. 12-15.
"My[Favourite]Teacher"-Page2
17. Article Source: Friedman, Thomas L., "My Favorite Teacher." Subject and Strategy: A Writer's
Reader, edited by Paul Eschholz and Alfred Rosa, Bedford St. Martin's, 2014, pp. 12-15.
"My[Favourite]Teacher"-
Page3
18. NOW, LET'S ASSESS OUR UNDERSTANDING...
• IN A MOMENT, YOU ARE GOING TO GET INTO GROUPS
OF TWO TO THREE.
• IN THESE GROUPS YOU ARE GOING TO DISCUSS
THE QUESTIONS PROVIDED IN YOUR PACKET WHICH
ARE RELATED TO THE ARTICLE WE JUST READ.
• BE SURE TO REFERENCE QUOTATIONS FROM THE
TEXT TO SUPPORT YOUR RESPONSES.
• WHEN YOU ARE FINISHED, WE WILL SHARE OUT OUR
RESPONSES TO CHECK OUR UNDERSTANDING.
Photographer: Nong Vang
20. WHAT DO YOU SEE? Photographer: Peter Kalonji
What is the difference between "seeing" and "looking"?
21. WHAT DOES IT MEAN TO SEE?
LOOKING
• WHEN WE ARE ONLY LOOKING AT THE PICTURE,
WE MISS A LOT.
• WE CAN BECOME UNCRITICAL AND NUMBED TO
WHAT IS GOING ON IN THE PHOTOGRAPH
(ESCHHOLZ 16).
SEEING
• WE MOVE IN MORE CLOSELY ON AN IMAGE.
• WE SEE DETAILS THAT WE WOULD HAVE MISSED IF WE
WERE JUST LOOKING.
• WE SEE ELEMENTS IN HARMONY AND IN CONFLICT
• WE SEE COMPARISONS AND CONTRASTS
• WE SEE STORYTELLING.
• WE SEE PROCESS AND CHANGE.
• WE SEE HIGHLIGHTS, SHADOWS, BACKGROUNDS,
FOREGROUNDS, LIGHTS, DARKS, AND SHADES IN
BETWEEN.
22. "SEE" AGAIN...
• WITH A PARTNER, LOOK AT THE IMAGE AGAIN
AND "SEE" WHAT YOU CAN FIND.
• JOT DOWN YOUR FINDINGS IN THE REVISED
THINKING COLUMN.
24. HOW WILL I BE ASSESSED?
• YOU WILL BE ASSESSED USING THE RUBRIC PROVIDED
IN YOUR "READING STRATEGIES" HANDOUT
• VIEW THE RUBRIC WHILE I GO OVER IT WITH YOU.
Photographer: Brad Neathery
