Before reading, students use skimming, scanning, and analyzing first lines to preview the text and make predictions. During reading, vocabulary strategies like the Vocabulary Knowledge Rating Scale help students understand new words in context. After reading, students reflect on the text through activities like semantic gradients and story pyramids to deepen their comprehension. The document provides strategies to support reading at each stage.
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.
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.
This presentation discusses 15 strategies that students sixth grade or above can use before, during, and after reading with a focus on nonfiction texts.
This is a presentation that presents the absolute basics of CAT RC and tells about the importance of reading, and little actives that can be carried out with regards to it.
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!
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.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Antifertility, Toxicity studies as per OECD guidelines
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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3. SKIMMING AND SCANNING
Wh en ? Before Reading
Wh y? Skimming and Scanning has the reader quickly look over the entire piece of reading and find the most
important features. This allows the reader to portion the text into smaller parts that meet their reading
purposes and make the best use of time.
Ho w ? Prior to reading the entire text look at: The Title, The Headings, Any Subheadings, Visuals (graphs,
charts, pictures), Any Boldface Words, and The FIRST and LAST Paragraphs.
4. FIRST LINES
Wh en ? Before Reading
Wh y? First Lines is a comprehension strategy where the student reads the first lines of each paragraph in the
chapter. This helps the student to make predictions and to focus on the main points.
Ho w ? The student will read the first line of each paragraph in a chapter. Then have the student(s) make
predictions and engage in discussion about the predictions, if applicable. After the chapter has been
read, revisit the predictions. This will help the student to learn how to access key elements found within
even the first line of text that provides valuable clues to the content.
5. FAST TRACK TO FIRST
IMPRESSIONS
Wh en ? Before Reading
Wh y? Fast Track to First Impressions helps the reader to slow down and develop some background knowledge
about what they are about to read. The more information you have about what you are about to read the
better you will understand what you are reading and the more likely you are to remember it.
6. FAST TRACK CONTINUED…
Ho w ? Answer these questions:
1. Look at the cover make a prediction about the book based on what you see.
2. Do you think you will like the book? Why? Or Why Not?
3. There are __chapters in this book. What are the chapter titles? List them.
4. Based on the titles, make 3 assumptions about the content of this book.
5. Take a picture walk through the book. Write 3 facts you learned on your walk.
6. Skim the glossary in the back of the book ( if there is one) and finish these statements:
a. I think the Vocabulary in this book will be….
b. The words seem to be related to…
c. Strategies I will use to make the language easier are…
7. Look at the Index in the back of the book. List 3 assumptions you can make about this text.
7. THINK, PAIR, SHARE
Wh en ? Before Reading
Wh y? Think-Pair-Share helps students to think individually about a topic, to share ideas, to focus attention and
encourage comprehension and deeper understanding. This also provides students with ample time to
develop answers to questions without being put on the spot and asked publicly to share.
Ho w ? Introduce students to the text by asking a specific question such as “What do you know about…”. Allow
think time and have students jot down their ideas. Pair students with a partner to think about ideas, share
and work together to complete a Venn diagram by compiling ideas.
8. SEMANTIC FEATURE
ANALYSISWh en ? Before Reading
Wh y? Semantic Feature Analysis is used for developing a deeper understanding of vocabulary or key
features found in non-fiction text. This draws on a student’s prior knowledge to develop a
greater understanding of the vocabulary and word meanings.
Ho w ? Provide the student with a list or have the student collect vocabulary from the chapter and enter
into a Venn diagram. Use this to illustrate similarities and/or differences between key
elements/vocabulary from the text.
11. VOCABULARY KNOWLEDGE
RATING SCALE
Wh en ? During Reading
Wh y? This strategy has students actively look for and beware of new vocabulary words found in the
text. The student needs to be able to identify, decode and derive meaning from new words as
they are encountered. This strategy provides a beginning structure for students to develop this
skill.
Ho w ? The student will seek out obvious bold faced or italicized vocabulary found within the text.
Using a graphic organizer, have the student write the word, the page number and indicate with
a check mark if the student is familiar with the word. The student will write the definition for
the word, a synonym, an antonym, the sentence in which the word was found and a new
sentence the student writes.
12. TEXT HIGHLIGHTING
Wh en ? During Reading
Wh y? Text Highlighting is an approach that helps students learn to visualize, predict, question, infer
and analyze various types of text. During the process the student becomes more connected with
the text and it becomes more meaningful. This strategy works for either fiction or nonfiction
and can be done individually or in groups.
13. TEXT HIGHLIGHTING
CONTINUED…
Ho w ? Beg in by highlighting ONLY the key words, phrases, vocabulary, and ideas that are central to
understanding the reading. This should be done as the student is reading through the text.
Different colored highlighters should be used to highlight different types of text. Is it a main
point? Or is it a supporting detail? After completing the reading assignment, the student should
go back through, reread the highlighted areas and rewrite the highlights into a summary
paragraph and graphed into a chart. The chart should have 4 headings: Likes, Dislikes,
Questions, and Patterns. Now that the student has read through, highlighted the most important
key details and written a summery the student can now write opinions or questions they may
have regarding the text.
14. GO CHART
Wh en ? During Reading
Wh y? The Go! Chart strategy is designed to help students identify with text content, activate prior
knowledge and encourage further exploration of the topic. This strategy requires a pre reading
task- During reading and a follow up after reading task. This can be used for both fiction and
non fiction.
15. GO CHART CONTINUED…
Ho w ? The first column students will make predictions about the text. What do they feel they can
expect from the chapter based on the title, sub-title, pictures and charts.. In the second column
students will write predicted vocabulary. Words they feel connect to the chapter subject. In the
third column students will write things they felt were key details as they read the chapter. In
the fourth column students will write questions that they think of as they read. In the fifth
column students will write during or after reading connections the felt to the text. Perhaps it
reminded them of something they once experienced or saw. In the sixth column graphically
organize related key facts from the text.
16. PARAGRAPH SHRINKING
Wh en ? During Reading
Wh y? Paragraph shrinking is a strategy used to increase comprehension of material read. This is
especially useful for text that is complex with details and descriptions; and is ideal for studying
for tests.
17. PARAGRAPH SHRINKING
CONTINUED…
Ho w ? The student will read for no more than 5 minutes, or 1 paragraph; stop and then summarize the
main points by answering the questions bellow. This strategy can be used individually with
silent reading and a written summary. The student will answer each of these questions in 10
words of less following each paragraph.
o The who or what of the paragraph
o The most important thing about who or what
o The main idea
Paragraph Shrinking can be used as a game if paired with another student, and awarding points
for answering the strategy questions correctly. Have the students take turns reading/listening.
18. QUESTIONING THE
AUTHOR
Wh en ? During Reading
Wh y? The Question the Author strategy encourages students to ask questions of the author and the
text. Questioning engages the student in the reading and teaches them to question what they are
reading and the author. This strategy is best suited for non-fiction text.
19. QUESTIONING THE
AUTHOR CONTINUED…
Ho w ? This technique can be used for individual understanding, pairs or small groups. After reading a
sub headed section, or chapter, have the student(s) reflect on what they just read. If this is being
done in a small group or pairs, have the students engage in discussion to critique the author and
the text. If the student is working alone, have them respond to the following questions in
written form.
What is the author trying to say?
Why do you think the author used the following phrase?
Does this make sense to you?
22. VOCABULARY DOODLES
Wh en ? After Reading
Wh y? Vocabulary doodles are a fun way for students to find the relationship between words. Students
will identify attributes of the vocabulary words found in the text to build a vocabulary
illustration.
Ho w ? Student will use the lined side of an index card to write the vocabulary word, the definition and
four clues that are related to the vocabulary word. On the blank side of the card the student will
make a squiggle or doodle and turn it into an illustration that represents the word through
context.
23. SEMANTIC GRADIENTS
Wh en ? After Reading
Wh y? Semantic Gradient strategy is used to broaden a student’s understanding of related words found
within a text. This strategy helps students develop stronger connections to synonyms and
antonyms to which can aid a student to be more creative in their writing.
Ho w ? The student will center the vocabulary word within the page or card and organize up to two
synonyms and two antonyms surrounding the word. The student will then find words that
create a list of semantically similar words. Arrange the words in a way that illustrates an
understanding of each word's meaning.
24. STORY PYRIMIDS
Wh en ? After reading
Wh y? Story Mapping is a strategy used to help improve student comprehension. This technique can
be used for Non-Fiction stories (ie: The story of Abraham Lincoln and John Wilkes Booth) as
well as fiction. This process helps students to recognize predictable grammar and provide a
visual frame work for analyzing a story.
25. STORY PYRAMIDS
CONTINUED
How?
The student will answer the following questions and Place into the graphic organizer.
1. Name of the main character(s)
2. Two words describing the main character
3. Three words describing the setting
4. Four words stating the problem
5. Five words describing the first event
6. Six words describing the second event.
7. Seven words describing the third event.
8. Eight words stating the solution.
26. SUMMARIZING
Wh en ? After Reading
Wh y? Summarizing teaches students how to pick apart text to find the most important ideas and how
to ignore unimportant information. This technique takes large selections of text and
consolidates it to main points for concise understanding.
Ho w ? After reading the assigned text answer the following questions:
1. What are the main ideas?
2. What are the crucial details necessary for supporting the ideas?
3. What information is irrelevant or unnecessary?
27. WORD MAP
Wh en ? After Reading
Wh y? Word Maps are useful for helping students to understand new words or concepts by asking
questions. This strategy helps increase a student’s vocabulary and deepens understanding of the
text.
Ho w ? Start by centering the new word or term at the center of the index card/paper. Off the center box
draw a box for each intended branch to further understanding. Words such as: Synonyms,
Antonyms, definition, example and even a picture are helpful.
29. REFERENCES
Bursuck, W. D., & M. D. (2011). Teaching Reading to Students Who are At Risk or Have Disabilities.
Upper Saddle River, NJ: Pearson.
Image, G. (n.d.). Teaching Images. Retrieved from https://www.google.com/search?q=first l
ines&safe=off&espv=2&biw=1920&bih=979&source=lnms&
tbm=isch&sa=X&ved=0ahUKEwi24ZiM- KrMAhXEdT4KHcAyD2AQ_AUIBigB
Reading Rockets. (2011). Classroom strategies. from Reading Rockets:
http://www.readingrockets.org/strategies/
Yardel, B. (2016). Reading Strategies. Retrieved from
http://www.slideshare.net/libraryyard/reading-strategies-
13782096?from_search=2#btnNext
