The document provides strategies for reading comprehension, vocabulary development, and writing skills related to exploring topics about the sea and space. It includes choice boards, question frameworks, note-taking templates, and proofreading guides to help students research, organize information, develop questions, and strengthen comprehension and communication around topics involving the sea and space.
This document contains an English exam with questions about vocabulary, definitions, opinions on social issues, reported and indirect speech, and short dialogues. The vocabulary questions match verbs with nouns and ask for example sentences. The definition questions ask students to complete partial definitions. The opinion questions ask students to give their views on demonstrations, voting age, involvement in sports, and criticism between friends. The grammar questions cover reported and indirect speech using various reporting verbs. The dialogues ask students to continue short conversations logically.
This document provides strategies and tips for active reading. It emphasizes making connections, asking questions, expanding vocabulary, predicting, visualizing, determining importance, inferring, summarizing, synthesizing, annotating, and using "fix-up" strategies when comprehension breaks down. The overall message is that reading is an active process that requires thinkers to engage with text in various ways.
This document discusses key performance indicators (KPIs) for construction accountants. It provides steps to create KPIs, including defining objectives, identifying key result areas and tasks, and determining how to measure results. The document recommends that KPIs be clearly linked to strategy, answer important questions, and empower employees. It also lists types of KPIs and mistakes to avoid, such as creating too many KPIs. Additional KPI materials can be found on the listed website.
The document provides information on verb tenses and structures in English, including:
1) The present simple and present continuous are used to describe present actions, habits, or states. The present simple is used for permanent situations while the present continuous is used for ongoing actions or temporary situations.
2) Modal verbs like can, may, must express ideas like ability, permission, obligation and are followed by the bare infinitive. Future tenses include the future simple for decisions and predictions, be going to for plans and intentions, and future continuous for actions in progress at a future time.
3) Past tenses include the past simple for completed actions, past continuous for ongoing parallel actions, past perfect for actions
This document provides a portfolio of projects developed by Strider InfoTech across various categories and industries. It lists over 50 projects with details on the project name, technologies used and URLs. The categories covered include mobile applications for Android, BlackBerry and iOS, eCommerce projects, content management systems, job portals, websites for lawyers, corporations, deals, industries, consultancy services, entertainment, education, business portals, software development, interiors, online marketplaces, dating/social sites, insurance/finance, real estate, project management, news portals and CRM systems. Strider InfoTech has developed projects using technologies like Magento, PHP, WordPress, ASP.NET, CodeIgniter and more
The document discusses a lesson from the book "Real Time" on page 26 about providing exercises for students to learn independently with limited time. The teacher then has students learn on their own again to review and check the correct answers from Tuesday, September 2nd to Friday, September 5th, 2057.
This document contains an English exam with questions about vocabulary, definitions, opinions on social issues, reported and indirect speech, and short dialogues. The vocabulary questions match verbs with nouns and ask for example sentences. The definition questions ask students to complete partial definitions. The opinion questions ask students to give their views on demonstrations, voting age, involvement in sports, and criticism between friends. The grammar questions cover reported and indirect speech using various reporting verbs. The dialogues ask students to continue short conversations logically.
This document provides strategies and tips for active reading. It emphasizes making connections, asking questions, expanding vocabulary, predicting, visualizing, determining importance, inferring, summarizing, synthesizing, annotating, and using "fix-up" strategies when comprehension breaks down. The overall message is that reading is an active process that requires thinkers to engage with text in various ways.
This document discusses key performance indicators (KPIs) for construction accountants. It provides steps to create KPIs, including defining objectives, identifying key result areas and tasks, and determining how to measure results. The document recommends that KPIs be clearly linked to strategy, answer important questions, and empower employees. It also lists types of KPIs and mistakes to avoid, such as creating too many KPIs. Additional KPI materials can be found on the listed website.
The document provides information on verb tenses and structures in English, including:
1) The present simple and present continuous are used to describe present actions, habits, or states. The present simple is used for permanent situations while the present continuous is used for ongoing actions or temporary situations.
2) Modal verbs like can, may, must express ideas like ability, permission, obligation and are followed by the bare infinitive. Future tenses include the future simple for decisions and predictions, be going to for plans and intentions, and future continuous for actions in progress at a future time.
3) Past tenses include the past simple for completed actions, past continuous for ongoing parallel actions, past perfect for actions
This document provides a portfolio of projects developed by Strider InfoTech across various categories and industries. It lists over 50 projects with details on the project name, technologies used and URLs. The categories covered include mobile applications for Android, BlackBerry and iOS, eCommerce projects, content management systems, job portals, websites for lawyers, corporations, deals, industries, consultancy services, entertainment, education, business portals, software development, interiors, online marketplaces, dating/social sites, insurance/finance, real estate, project management, news portals and CRM systems. Strider InfoTech has developed projects using technologies like Magento, PHP, WordPress, ASP.NET, CodeIgniter and more
The document discusses a lesson from the book "Real Time" on page 26 about providing exercises for students to learn independently with limited time. The teacher then has students learn on their own again to review and check the correct answers from Tuesday, September 2nd to Friday, September 5th, 2057.
1. The document contains a sample test with multiple choice questions about grammar, vocabulary, and language usage.
2. It includes sections on speaking, vocabulary, structure and writing, with questions about topics like conversations, word meanings, grammar, and completing sentences.
3. The questions have multiple answer choices for test-takers to select the best response.
The document discusses an assignment completion strategy called PROJECT that helps students successfully complete assignments. The strategy involves preparing a plan, recording tasks and asking questions, organizing materials, starting work, engaging with the material, checking work, and turning in assignments. The document encourages paying attention and asks if there are any questions.
This document discusses movies and film genres. It provides examples of a conversation between two students, Jenny and Ben, where they discuss the movies they saw over the weekend. Ben saw an action movie called Ninja Warrior 3 and enjoyed the fight scenes, while Jenny saw a romance film called Weekend Kiss. They discuss their different preferences, with Ben preferring exciting action movies and Jenny liking relaxing romance films and comedies that make her laugh. The document also includes vocabulary about adjectives and movie genres, as well as activities for students to discuss movies they like.
The song "Walk Away" describes a girl who is longing for love and connection. She is waiting for her "Superman" to come and show her the way. However, the lyrics warn that either way things turn out, there is nothing you can do and that it's best to "run away, run away, run away". The song repeats this refrain throughout and depicts the girl searching for her "missing piece" and feeling alone as she waits and watches from afar.
That’s fifteen seventy-five, please.
Zack: Is it okay if pay by 6. card?
Assistant: Sure’ no problem. Can you enter your 7. PIN, Please?
Okay, that’s all fine and here’s your 8. receipt.
Zack: Thanks, could you put it in a 9. bag?
Assistant: Of course, 10. thank you very much.
The internship report summarizes Al Muatasim Al-Siyabi's internship experience at Oman LNG LLC from June to August 2016. He was placed in the Technical Engineering Services Department and worked on two projects involving organizing documents and suggesting additional instruments to monitor. Through familiarization of the different sections and completing tasks, Al Siyabi gained experience in areas like process engineering, equipment control, and quality control. The internship provided valuable hands-on learning opportunities for Al Siyabi to apply his undergraduate chemical engineering skills in an industrial setting.
The document provides information about Strider Infotech, an IT services company that was started in 2011 in Noida, India. It has a strong pool of technology specialists focused on functional areas like cloud computing, mobility development, and product engineering. It works with customers in industries like pharma, healthcare, manufacturing, and BFSI located primarily in USA markets. The company offers services and solutions using technologies like .NET, Java, Oracle, SharePoint, and analytics. It aims to be a strategic technology partner through its experienced team and futuristic vision for IT service management.
This document provides information on classical paintings and music presented by Miss Kunpriya Mokkhatip. It summarizes information on 5 paintings including Home in the Woods by Thomas Cole and Adele Bloch-Bauer's Portrait by Gustav Klimt. It also provides details on 5 composers and one of their works - Howard Shore and the song The Grey Havens from The Lord of the Rings trilogy, Alan Silvestri and the song All Hallow's Eve Ball, and Tonči Huljić and the song Victory. Each entry includes the artist or composer's name, life details and significance of their work.
This document discusses key performance indicators (KPIs) for systems accountants. It provides steps to create KPIs for this position, including defining objectives, identifying key result areas and tasks, and determining how to measure results. The document also lists types of KPIs and cautions against creating too many KPIs or ones that do not change to suit goals. It recommends KPIs be clearly linked to strategy and empower employees. Additional KPI materials can be found on the provided website.
La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo prohibirá las importaciones marítimas de petróleo ruso a la UE y pondrá fin a las entregas a través de oleoductos dentro de seis meses. Esta medida forma parte de un sexto paquete de sanciones de la UE destinadas a aumentar la presión económica sobre Moscú y privar al Kremlin de fondos para financiar su guerra.
Georgia Common Core Coach, CCGPS Edition, Composition, Level ITriumphLearningNY
Composition exercises support students in constructing more complex, sophisticated writing, as required by the Common Core Georgia Performance Standards.
The first two lessons of Georgia Common Core Coach, CCGPS Edition, Composition provide the foundation for the remaining lessons. With the first lesson walking students through the writing process from start to finish, and the second lesson taking them through the entire research process. The second unit of the book offers lessons on specific writing types that are outlined in the Common Core Georgia Performance Standards.
Georgia Common Core Coach, CCGPS Edition, Composition, Level IITriumphLearningNY
Composition exercises support students in constructing more complex, sophisticated writing, as required by the Common Core Georgia Performance Standards.
Get a comprehensive review of both the writing process and research process, in entirety. Easy-to-follow lessons focus on specific writing types that are outlined in the Common Core Georgia Performance Standards. During this program students will be integrating different sources into research papers based on a prompt.
This document provides teaching materials for grammar lessons, focusing on parts of speech. It includes objectives and teaching points for two grammar courses, as well as acknowledgements recognizing those involved in developing the materials. The introduction defines grammar and explains why it is important to study. Grammar allows people to effectively communicate through speaking and writing by learning vocabulary, word forms, and sentence structure. While people intuitively use correct grammar, formal study provides rules and explanations to improve language skills.
This document provides an introduction to lernOS, a framework for lifelong learning. It describes lernOS as consisting of 13-week sprints for setting objectives and measuring progress. The lernOS "wheel" has three components: mindset, skillset, and toolset. Learning paths offer exercises called "katas" to guide learning in areas like self-knowledge, goal-setting, and productivity. Peer support is available through online communities. The document aims to help readers develop skills for navigating today's uncertain world.
This document provides instructions for students to complete a reflection on their recent camp experience using Bloom's Taxonomy as a framework. It outlines six levels of thinking - knowledge, comprehension, application, analysis, synthesis, and evaluation - and provides example tasks for students to complete one task from each level. The tasks involve writing recounts, poems, explanations, interviews, new activity plans, and evaluations of their camp experience and attitude. The document concludes with success criteria for students to assess their own effort and achievement in completing the assigned tasks.
1. The document contains a sample test with multiple choice questions about grammar, vocabulary, and language usage.
2. It includes sections on speaking, vocabulary, structure and writing, with questions about topics like conversations, word meanings, grammar, and completing sentences.
3. The questions have multiple answer choices for test-takers to select the best response.
The document discusses an assignment completion strategy called PROJECT that helps students successfully complete assignments. The strategy involves preparing a plan, recording tasks and asking questions, organizing materials, starting work, engaging with the material, checking work, and turning in assignments. The document encourages paying attention and asks if there are any questions.
This document discusses movies and film genres. It provides examples of a conversation between two students, Jenny and Ben, where they discuss the movies they saw over the weekend. Ben saw an action movie called Ninja Warrior 3 and enjoyed the fight scenes, while Jenny saw a romance film called Weekend Kiss. They discuss their different preferences, with Ben preferring exciting action movies and Jenny liking relaxing romance films and comedies that make her laugh. The document also includes vocabulary about adjectives and movie genres, as well as activities for students to discuss movies they like.
The song "Walk Away" describes a girl who is longing for love and connection. She is waiting for her "Superman" to come and show her the way. However, the lyrics warn that either way things turn out, there is nothing you can do and that it's best to "run away, run away, run away". The song repeats this refrain throughout and depicts the girl searching for her "missing piece" and feeling alone as she waits and watches from afar.
That’s fifteen seventy-five, please.
Zack: Is it okay if pay by 6. card?
Assistant: Sure’ no problem. Can you enter your 7. PIN, Please?
Okay, that’s all fine and here’s your 8. receipt.
Zack: Thanks, could you put it in a 9. bag?
Assistant: Of course, 10. thank you very much.
The internship report summarizes Al Muatasim Al-Siyabi's internship experience at Oman LNG LLC from June to August 2016. He was placed in the Technical Engineering Services Department and worked on two projects involving organizing documents and suggesting additional instruments to monitor. Through familiarization of the different sections and completing tasks, Al Siyabi gained experience in areas like process engineering, equipment control, and quality control. The internship provided valuable hands-on learning opportunities for Al Siyabi to apply his undergraduate chemical engineering skills in an industrial setting.
The document provides information about Strider Infotech, an IT services company that was started in 2011 in Noida, India. It has a strong pool of technology specialists focused on functional areas like cloud computing, mobility development, and product engineering. It works with customers in industries like pharma, healthcare, manufacturing, and BFSI located primarily in USA markets. The company offers services and solutions using technologies like .NET, Java, Oracle, SharePoint, and analytics. It aims to be a strategic technology partner through its experienced team and futuristic vision for IT service management.
This document provides information on classical paintings and music presented by Miss Kunpriya Mokkhatip. It summarizes information on 5 paintings including Home in the Woods by Thomas Cole and Adele Bloch-Bauer's Portrait by Gustav Klimt. It also provides details on 5 composers and one of their works - Howard Shore and the song The Grey Havens from The Lord of the Rings trilogy, Alan Silvestri and the song All Hallow's Eve Ball, and Tonči Huljić and the song Victory. Each entry includes the artist or composer's name, life details and significance of their work.
This document discusses key performance indicators (KPIs) for systems accountants. It provides steps to create KPIs for this position, including defining objectives, identifying key result areas and tasks, and determining how to measure results. The document also lists types of KPIs and cautions against creating too many KPIs or ones that do not change to suit goals. It recommends KPIs be clearly linked to strategy and empower employees. Additional KPI materials can be found on the provided website.
La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo prohibirá las importaciones marítimas de petróleo ruso a la UE y pondrá fin a las entregas a través de oleoductos dentro de seis meses. Esta medida forma parte de un sexto paquete de sanciones de la UE destinadas a aumentar la presión económica sobre Moscú y privar al Kremlin de fondos para financiar su guerra.
Georgia Common Core Coach, CCGPS Edition, Composition, Level ITriumphLearningNY
Composition exercises support students in constructing more complex, sophisticated writing, as required by the Common Core Georgia Performance Standards.
The first two lessons of Georgia Common Core Coach, CCGPS Edition, Composition provide the foundation for the remaining lessons. With the first lesson walking students through the writing process from start to finish, and the second lesson taking them through the entire research process. The second unit of the book offers lessons on specific writing types that are outlined in the Common Core Georgia Performance Standards.
Georgia Common Core Coach, CCGPS Edition, Composition, Level IITriumphLearningNY
Composition exercises support students in constructing more complex, sophisticated writing, as required by the Common Core Georgia Performance Standards.
Get a comprehensive review of both the writing process and research process, in entirety. Easy-to-follow lessons focus on specific writing types that are outlined in the Common Core Georgia Performance Standards. During this program students will be integrating different sources into research papers based on a prompt.
This document provides teaching materials for grammar lessons, focusing on parts of speech. It includes objectives and teaching points for two grammar courses, as well as acknowledgements recognizing those involved in developing the materials. The introduction defines grammar and explains why it is important to study. Grammar allows people to effectively communicate through speaking and writing by learning vocabulary, word forms, and sentence structure. While people intuitively use correct grammar, formal study provides rules and explanations to improve language skills.
This document provides an introduction to lernOS, a framework for lifelong learning. It describes lernOS as consisting of 13-week sprints for setting objectives and measuring progress. The lernOS "wheel" has three components: mindset, skillset, and toolset. Learning paths offer exercises called "katas" to guide learning in areas like self-knowledge, goal-setting, and productivity. Peer support is available through online communities. The document aims to help readers develop skills for navigating today's uncertain world.
This document provides instructions for students to complete a reflection on their recent camp experience using Bloom's Taxonomy as a framework. It outlines six levels of thinking - knowledge, comprehension, application, analysis, synthesis, and evaluation - and provides example tasks for students to complete one task from each level. The tasks involve writing recounts, poems, explanations, interviews, new activity plans, and evaluations of their camp experience and attitude. The document concludes with success criteria for students to assess their own effort and achievement in completing the assigned tasks.
This document provides an introduction and overview of parts of speech for an academic grammar course. It acknowledges the contributors to developing the learning materials. The introduction defines grammar and explains why studying grammar is important for effectively writing and speaking. It also outlines the eight main parts of speech that will be covered in the module, including nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections.
This document introduces lernOS, an operating system for lifelong learning. It describes lernOS as a framework for developing a new mindset, skillset, and toolset for self-directed learning. The lernOS approach involves 13-week learning sprints, with weekly exercises called "katas" to practice new skills. It also emphasizes peer support through communities to help learners avoid reinventing solutions and mistakes. Learning paths are provided for beginners to develop skills in areas like working out loud, objective and key results (OKRs), and getting things done (GTD).
Effective ways to teach and develop critical thinking skills to young learners and adults. Tools for effective discussion.
Eva F. Andrianarivo and Manda Radafy,
English Teaching Program,
Antananarivo, Madagascar
The document introduces lernOS, an approach for lifelong learning. It describes lernOS as operating like "brainware" rather than software. The lernOS approach involves three dimensions - mindset, skillset, and toolset. Learning sprints follow a 13-week cycle of planning, working towards objectives, weekly check-ins, and retrospectives. The document provides an overview of learning paths for beginners, focused on WOL, OKR, and GTD methods.
Exploring issues of identity & belonging (insight for english year 12)loins1
This document introduces the context of "Exploring Issues of Identity and Belonging" which students will study. It discusses building an understanding of the context through activities focused on key words, quotes, definitions of identity and belonging. It identifies four big ideas to explore: how families and relationships shape identity; the role of groups and community in belonging; factors that challenge identity; and choosing not to belong. It also provides overviews and discussion questions for four texts to be studied as part of the context.
English for Writing Research Papers by Adrian WallworkSina Radfar
Publishing your research in an international journal is key to your success in academia. This guide is based on a study of referees' reports and letters from journal editors on reasons why papers written by non-native researchers are rejected due to problems with English usage. It draws on English-related errors from around 5000 papers written by non-native authors, 500 abstracts by PhD students, and over 1000 hours of teaching researchers how to write and present research papers.
With easy-to-follow rules and tips, and with examples taken from published and unpublished papers, you will learn how to:
- prepare and structure a manuscript
- increase readability and reduce the number of mistakes you make in English by
writing concisely, with no redundancy and no ambiguity
- plan and organize your paper, and structure each paragraph and each sentence so
that the reader can easily follow the logical build-up towards various conclusions
- write a title and an abstract that will attract attention and be read
- decide what to include in the various parts of the paper (Introduction, Methodology,
Discussion etc)
- select from over 700 useful phrases
- highlight your claims and contribution
- avoid plagiarism and make it 100% clear whether you are referring to your own work
or someone else’s
- choose the correct tenses and style (active or passive)
This document outlines the development of a writing curriculum called the Writing I.Q. Program. It was created to be a strengths-based approach that builds on existing best practices. The program focuses on improving the impact of content and quality of language in student writing. It involves teachers exploring local practices, identifying key resources, critiquing samples, and creating a common Writing I.Q. Guide and Assessment Tool. The goal is for teachers to think of themselves as writing coaches rather than judges to better support students throughout the writing process. The content of the program draws from the author's experience teaching writing and providing teacher training.
The Academic Phrasebank provides phrases to help academic writers structure their writing. It includes phrases for writing introductions, literature reviews, methods sections, results, discussions, conclusions and other parts. The phrases can be copied into writing where appropriate. The Phrasebank is intended to help both native and non-native English speakers but does not provide discipline-specific or comprehensive phrases. Users should be aware of its limitations.
This document is a guide for sketchnoting based on the lernOS (learning operating system) approach. It introduces sketchnoting and provides basics on what sketchnotes are, how to create them, and different sketchnoting workflows. The guide then outlines a 12 week learning path to develop sketchnoting skills, including goals for each week and example sketchnote "katas" or exercises. It concludes by listing additional sketchnoting resources.
This document provides an overview and outline for writing a medical research proposal. It covers key components such as identifying problems, conducting a literature review, developing objectives, outlining the research design and methodology, planning for data collection and analysis, and project management. The goal is to guide health professionals through the process of planning and conducting an applied research project that can meaningfully improve health outcomes. Examples and templates are provided to illustrate concepts.
Academic writing has some key differences from other types of writing. It requires following a formal structure, such as an introduction, body, and conclusion in essays. It also requires citing published authors to support opinions and show knowledge of literature. Academic writing adheres strictly to rules of grammar, punctuation, and spelling for clarity. Additionally, academic writing focuses on abstract concepts, theories, and ideas rather than concrete practical topics.
DL Essay Rubric Levels of Achievement Criteria Out.docxelinoraudley582231
DL Essay Rubric
Levels of Achievement
Criteria Outstanding Excellent Satisfactory Unsatisfactory Unsat (Not Acceptable)
Analysis 35% 33 to 35 points
Answered all aspects of the
assignment. Demonstrated
critical thinking through a
comprehensive analysis that
integrated multiple relevant
perspectives into a highly
original, clear thesis fully
supported with consistent
logic.
31 to 32 points
Answered all aspects of the
assignment. Demonstrated
critical thinking through a
comprehensive analysis that
integrated relevant
perspectives into a clear
thesis supported with
consistent logic.
25 to 30 points
Answered the
assignment.
Demonstrated
critical thinking with
sufficient analysis
and adequately-
stated thesis with
adequate support.
1 to 24 points
Failed to adequately
address aspects of
the assignment.
Analysis did not
demonstrate critical
thinking, was
unclear and not
adequately
supported.
0 to 0 points
Inappropriate
and/or
unprofessional
response. Did not
complete
assignment. Non-
original work.
Course
Concepts &
Support 30%
28 to 30 points
Demonstrated exceptional
and in-depth mastery of
course concepts. Novel use of
evidence, primarily through
course material/concepts and
augmented with relevant
personal experiences/external
sources to support positions.
27 to 27 points
Demonstrated mastery of
course concepts. Strong use
of evidence, primarily
through course
material/concepts and
augmented with relevant
personal
experiences/external sources
to support positions.
23 to 26 points
Demonstrated
understanding of
course concepts.
Adequate use of
evidence, primarily
through course
material, to support
positions.
1 to 22 points
Did not demonstrate
understanding of
course concepts.
Inadequate use of
course material to
support positions.
0 to 0 points
Inappropriate
and/or
unprofessional
response. Did not
complete
assignment. Non-
original work.
Writing Style
15%
15 to 15 points
Writing was exceptionally
clear, understandable and
concise. Overall, paragraph,
and sentence organization
was exceptional.
14 to 14 points
Writing was clear,
understandable and concise.
Overall, paragraph, and
sentence organization was
very good.
11 to 13 points
Writing was
generally clear,
understandable and
concise. Overall,
paragraph, and
sentence
organization was
generally effective.
1 to 10 points
Writing was
repeatedly unclear,
difficult to
understand and/or
wordy. Overall,
paragraph or
sentence
organization was
ineffective or non-
existent.
0 to 0 points
Inappropriate
and/or
unprofessional
response. Did not
complete
assignment. Non-
original work.
Writing
Mechanics 10%
10 to 10 points
Grammar and spelling were
flawless.
9 to 9 points
No more than a few minor
grammar and/or spelling
errors.
8 to 8 points
Grammar or
spelling errors noted
that did not detract
from readability.
1 to 7 points
Repeated gramm.
This document provides an overview of ACT's holistic framework for education and workplace success. It discusses four domains: core academic skills, cross-cutting capabilities, behavioral skills, and education/career navigation. For each domain, it outlines frameworks describing the knowledge and skills within that domain, how they relate to important outcomes, and how they were developed. It argues that while traditional assessments have focused only on core academic subjects, success requires a broader range of competencies. The frameworks aim to provide a more holistic and empirically-validated understanding of readiness.
Are you looking for ways to liven up reading discussion in your class? How to teach critical thinking skills to young learners? These tips will help you.
The document discusses study skills and provides an overview of various topics related to developing effective study habits. It defines study skills and highlights their importance for students and staff. It also identifies three major learning styles and explores study skills resources available at the college. Some key study skills covered include time management, note-taking, reading strategies, essay writing, memory techniques, and mind mapping.
3. Choice Board Activity
Developing Project ideas based on the Mysteries of Sea and Space exploration
From the project ideas below:
Pick three you would consider before completing your research
Complete research about Sea and Space in text and on the Internet
Narrow down your choice to one project about Sea and/or Space
Create a paperslide videoaboutthe
timelineof the Seabeginningwhen
the earth wasformed.
Write a IMBd PowerPointabouta
mysterymovie of the Seaor Space
Create a paperslide videoof howthe
universe/universeswere formed.
My ProjectIdeaaboutthe Sea My ProjectIdeaaboutcomparingthe
Seaand Space
My IdeaaboutSpace
Create an animationinScratch
illustratingdifferentlevelsof the sea
explainthe ecosystem.Write a
summaryof the processfrom
researchthroughdevelopment.
Developaprojectcategorizingsealife
and write a reportsummarizingyour
findings
Create an animationinScratch
describingthe creationof the
universe.Write asummaryof the
processfromresearchthrough
development.
Autism Classroom.com
Page 1
5. Develop 5 questions each about the Sea and Space you would like to find or investigate further
on our own. Put each of the questions in the context of the QAR Process and fill in the chart.
(Cerveny, C., LaCotti, M.)
Page 3
10. (Barton, M.)
Page 8
Much of whatyou readabout the seaand space,will containdetailedandscientific texts.Also,some
readings mayalsohave diagramsand infograms toexplain andhelpustounderstandconceptsof size and
quantity.Use the three columnnotetakertorecordthe detailsof yourreadings.
11. Separating Fact and Opinion
A fact is something that can be proved to be true. For example, it is
a fact that there are 12 inches in a foot.
An opinionis a personal belief or feeling. For example, it is an
opinionthat college basketballis the most exciting sport to watch.
For your research, it is especially important to keep in mind the
concept of a theory: an idea or set of ideas that is intended to
explain facts or events; an idea that is suggested or presented as
possibly true but that is not known or proven to be true
Directions: As you read, list the facts stated by the authorin the left-
hand column. List the opinionsin the right-hand column.
Fact Opinion/Theory
(Barton, M.)
Page 9
12. Question Brainstormer
Fill inquestionsandanswersyouwould like toanswerwhenresearchingSeaandSpace
Question
Topic #1 Topic # 2
Sea Space
Who?
Where?
Why?
How?
What if?
Use the knowledge youhave
to pose a hypothesisand
consideroptionstohelp
developaprojectregarding
the Sea and/orSpace
(Valenza, J.)
Page 10
13. New Words
Fill in words from your readings in the spaces below:
Words about the Sea
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
__________________________________________
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
__________________________________________
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
__________________________________________
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
__________________________________________
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
Words about Space
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
__________________________________________
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
__________________________________________
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
__________________________________________
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
__________________________________________
Word ___________________________________
Source _________________________________
Page____________________________________
Meaning from Context:
__________________________________________
__________________________________________
Meaning from Resource:
__________________________________________
(Cerveny, C., LaCotti, M.) Page 11
14. Structural Indexing
Directions: Use the grid below to place key terms from the assigned section of text. Create sentences using the words in the order in which they
appear on the grid going across, down, and diagonally.
Sentences:
1.
2.
3.
4.
5.
6.
7.
(Langer, J.)
Page 12
15. List—Group—Label
Organizing Vocabulary
Topic: OCEANS
Based on Text or Internet Resources:
1) List words which are defining characteristics of the ocean environment
2) Pick at least 3 different categories and list words in appropriate category
(Beull, D., 1995)
13
16. List—Group—Label
Organizing Vocabulary
Topic: SPACE
Based on Text or Internet Resources:
1) List words which are defining characteristics of the ocean environment
2) Pick at least 3 different categories and list words in appropriate category
(Beull, D., 1995)
Page 14
17. Once your teacher has developed your project assignment, read through the
instructions carefully and follow the strategy card to assure you have completed all
of the steps:
CIRCLE the direction words in the instructions
UNDERLINE the directions that follow the direction words you circled
COUNT the total number of directions; number each of the direction words
your circled
CHECK OFF Begin working on your project. As you complete a step check it
off. Before you hand in the assignment, check off each of the directions
words
Some of the steps could include:
Compiling all of your research and citation
Pick the topics you are going to focus on
Write details supporting your topics
Develop essay with
o Introduction
o Paragraph 1
Detail 1
Detail 2
Detail 3
o Paragraph 2
Detail 1
Detail 2
Detail 3
o Paragraph 3
Detail 1
Detail 2
Detail 3
o Conclusion
Check for good transitions
Check for grammar
Make a citations page
(Cervery, C., LaCotti, M.)
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18. Use C.U.P.S. to help you proofread your writing
C – apitalization
Used at the beginning of sentences?
Use for proper names?
Used for places?
Used for names of regions?
U – sage (Grammar)
Did you write complete thoughts?
Did you have subject very agreement?
Did you use the correct form for plurals?
Did you use the correct for of adjective and adverbs?
Did you use the
P – unctuation
Used period at the end of sentences?
Used in contractions and possessives?
Used commas within sentences?
Used period for initials or abbreviations?
Used quotation marks for quotes?
S – pelling
Used grade level words?
Checked for common misspellings?
Checked for misspellings of homophones?
Checked spelling of above grade level scientific words?
(Cervery, C., LaCotti, M.)
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19. Strategy Card
for
Writing to Inform
Writing after reading of Informational Text
Organize your ideas about your topic before your
start writing
Think about the form of your writing, audience (who
you are writing to), topic and purpose of your writing
Know your main ideas, have clear details to support
your main ideas
Use vocabulary that supports your topic, and use a
variety of words trying not to repeat words to often
Proofread and revise your work
(Cervery, C., LaCotti, M.)
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20. P.L.A.N. An Active Reading Strategy - *See next page for citation and explanation
Page 18
21. This informationwas taken directly from a resource found on Internetat UC,but refersto the reference belowit
PLAN allowsstudentswhomaybe visuallyinclinedtorecordtheirreadingsinamap format.If youhave triedSQ4R or
anothertextbookreadingstrategy,butitdidn’tquite click,thentryadopting PLAN,asimple four-stepprogramthat
allowsyoutoplace mainconcepts,definitions,people,places,andtimesintoaphysical representationandcatalogue.
PLAN alsoforcesyou toimagine the informationinyourtextbookbefore youapproachthe text,place
informationinthe contextof whatyoualreadyknow,andthensearchout anyholesinyourknowledge.
Step 1: Predict
Stepone entailsscanningyourtextandlookingforthe followinginformationtomake a“predictive
map” of the text’scontents:
Bolded,italicized,ordefinedterms
Keypeople,places,ortime periods
Charts,graphs, or anyother visual representationof data
Headings,subheadings,ororganizational titles
Examples
Summariesorstudyquestions
Usingthis information,youwill drawamapof whatyou expectthe chapter,article,oressaytodiscuss.
Connectthe ideasusinglinesorarrows,andremembertodesignate mainideasandsmallerideas.
Step2: Locate
Afterdrawingyourmap,determine whichinformationyoualreadyknow,andwhichinformationyou
will have tofindwhenyoureadthe textbookmore thoroughly.
Note missinginformationwithaquestionmark,andnote completedinformationwitha
checkmark.
You can fill ininformationyou alreadyknow duringthisstep ,or waitto compare withthe textbook.
READ THE TEXT!!
Step 3: Add
Afterreadingthe text,close yourbookandtry answerthe questionsremaininginyourpredictionmap.
Try to include asmuch informationaspossible foreachtopic,butalso
Try to determine whichideaswere the mostprominentorimportantinyourreading.
Step 4: Note
Afterfillinginyourmissinginformation,continuetodevelopandprepare the information.Inother
words,determine how youwill use the information:willyouhave amultiple choice oressayexam,
an assignedchaptersummary,ora group presentation?
Differentassignmentswill require youtouse the informationdifferently,andStep4 allowsyou
to organize yournotesintoa summaryparagraph,or to practice recreatingyourmapfrom
memoryto prepare fora multiple choice orfill-in-the-blankexam.
Youmay alsodecide thatyour predictive mapwasinaccurate; duringstepfouryoucan reorganize the relationships
betweenideasanddefinitionstomore accuratelyreflectwhatyoureadinthe textbook.
** Why I picked this strategy? PLANis a useful strategy for those students who need to see the
connectionsbetween ideas, and rewriting and reorganizing your noteshasbeen proven to
improve recall.
(Caverly, D.C, Mandeville, T. F., Nicholson, S.; 1995)
Page 19
22. REFERENCES
Autism Classroom.com. Autism Classroom – The Place Where Teachers Learn – CHOICE
BOARDS, 2013
Barton, M. and Heidema, C. Teaching Reading in Mathematics. McREL: Aurora, CO
Buehl, D. (1995). Classroom strategies for interactive learning. Schofield, WI: Wisconsin
Reading Association
Caverly, D.C, Mandeville, T. F., Nicholson, S. (1995). “PLAN: A study - reading strategy for
informational text ” Journal of Adolescent & Adult Literacy, 39 (3): 190-199
Cerveny, C., LaCotti, M., 35 learning tools for practicing essential reading and writing skills;
Scholastic Teaching Resources.
Jones, R. (n.d.). ReadingQuest Strategies | History Frames/Story Maps. Retrieved October 21,
2015.
Langer, J., (1986). Children reading and writing: structures and strategies. Ablex Publishing
Children Reading and Writing: Westport, CT.
University of Cincinnati Learning Resource Center. (2011). PLAN: An active reading strategy.
Retrieved October 21, 2015, from
https://www.uc.edu/content/dam/uc/aess/docs/LACResources/PLAN_Reading
strategy_6_25_2012.pdf
Valenza, J., (2004). Question brainstorming, Dare to differentiate wikispaces, contribution
from Springfield Township High School Virtual Library
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