Before reading, activate prior knowledge by making predictions about the text. During reading, interact with the text by taking notes and asking questions. After reading, reflect on what was learned by summarizing, retelling, or writing about the topic. Using strategies like previewing, identifying new vocabulary, and creating graphic organizers before, during and after reading helps obtain meaning from the text.
For auditory learners: https://youtu.be/UyknDStmx0I
This will tell us what are some Reading Strategies to better understand a text or gather information in what we read. This is translated in the Tagalog language as well.
This is a powerpoint used to explain essay writing to lower level secondary school students.
It looks at introduction, body paragraphs using PEEL and the conclusion!
For auditory learners: https://youtu.be/UyknDStmx0I
This will tell us what are some Reading Strategies to better understand a text or gather information in what we read. This is translated in the Tagalog language as well.
This is a powerpoint used to explain essay writing to lower level secondary school students.
It looks at introduction, body paragraphs using PEEL and the conclusion!
In this session, author Angela Peery shares writing strategies that can be used across the curriculum in order to heighten engagement, increase critical thinking, and refine craft.
Reading and Thinking Strategies across Text TypesLance Campano
I. Reading and Thinking Strategies across Text Types
A. The Process of Reading (Introductory Lesson)
i. Definition of Reading
ii. Pre-Reading
iii. During Reading Strategies
B. Techniques in Selecting and Organizing Information
i. Brainstorming
ii. Graphic Organizer
iii. Topic Outline
iv. Sentence Outline
III. Properties of a Well-Written Text
i. Organization
ii. Coherence and Cohesion
iii. Language
iv. Mechanics
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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?
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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
2. Before(B) reading is time to activate your
prior knowledge and make predictions.
During (D) reading is time to interact with
the text and you.
After(A) reading is time to reflect on what
you read.
All three together help you to obtain
meaning from the writing text.
3. Activate your prior knowledge.
You learn new vocabulary words.
Increase interest in reading the text.
Generate ideas.
4. You have to ask yourself before reading, Why
I am reading this topic? I am reading for
enjoyment, to obtain information, or for
special task.
Example: Topic: Volcanoes
Question: Why I am reading this topic?
Answer: To obtain information about
volcanoes.
5. Survey the text before reading.
Look for pictures, heading, and title to make
predictions of what the text is going to be
about.
You can think aloud while you preview the
text, for example you say aloud: it look like
is about volcanoes, how they form and how
they look like.
6. Identify new vocabulary words before reading.
Find the definition using the glossary in the back of
your book or use a dictionary.
Create a graphic organizer in where you write the
word, the definition, a sentence, and a drawing.
Example:
Vocabulary word: Volcano Definition: It is a mountain where
gas, ask, or melted rock come out
of the ground.
Sentence: I see a volcano in the
steep of the mountain.
Drawing:
7. Create a KWL chart that consist in making a
list of (K) what I know about the topic, (W)
what I want to know about the topic, (L)
what I learn about the topic.
Example: Before reading you write what do
you know about volcanoes in the first line of
your chart.
8. You can generate ideas by using the
brainstorming technique.
You are going to brainstorm what you know
about volcanoes.
Example: You can work with your classmates
and create a web in where everybody can
share ideas about volcanoes are.
9. You interact with the text book.
Writing notes help you to remember the
text.
Ask questions to yourself.
10. During reading create a mental images on
what you are reading after each paragraph,
you can even draw a picture after each
paragraph.
11. Ask question to yourself about what you want
to know about the topic? You can write your
answer in your KWL chart that you create.
Your can use the headings to write more
questions and find the answer of those
questions during reading.
Example: I want to learn about volcanoes.
Heading question: What are the kinds of
volcanic landform?
12. Look for signal words during reading because
it can help you to know if the author is
describing, comparing, contrasting or is a
cause and effect.
Example: Topic: Volcanoes
The author state in the book: “A volcanic
crater is an opening or depression at the top
of a volcano caused by eruptions”. The word
cause is a signal word that is a structure of
cause and effect.
13. Highlight and note taking the important
information.
Example: The word volcano is in every page
in the textbook. Highlight volcano and write
a note of the information that is after the
word volcano.
14. Create a chart that consist in two columns
and one column write a sentence from the
text and the other column your reaction.
Example:
Sentence or quote Reaction
Not all volcanoes actively
erupt.
I though that all volcanoes
make eruption.
15. Summarize about the reading
Reflect about the reading.
Retell the story to review.
Write story on your own
16. Retell the reading to review with intent to
remember.
You can retell the story orally to your family
or to your teacher or friends.
17. Write about what you learn about the
reading using your KWL chart.
Write in the third column where says what
did I learn.
Ask yourself if all your predictions and
questions where answer.
19. Create a story on your own words about the
topic using the new vocabulary words that
you learn. For example: Write a story about
volcanoes using the new vocabulary words
like lava, eruption, magma, crater, tectonic
plates.
20. Make a drawing to have a visual
representation of your reading and you can
remember what you read.
Example: make a drawing of a volcano and
label the volcano.
21. Reading is comprehension and
comprehension is thinking.
Remember always use this strategies to help
you to understand the meaning of the text
Remember to use your previous knowledge
background to make a connection with the
book and your knowledge.
Reading open your mind.
22.
23. Bursuck, W.D., Damer, M. (2011). Teaching Reading to
Students Who are at Risk or Have Disabilities. Upper
Saddle River: Pearson Education Inc.
Holt McDougal. (2012). Florida Science Fusion. Houghton
Harcourt Publishing Company.
http://www.adlit.org/strategy_library/
http://www.pgcps.pg.k12.md.us/~elc/readingacross1.htm
l
http://www.pleasval.k12.ia.us/studyskills/studentreadings
trategies.htm
Google images