Karana was stranded alone on an island off the coast of California. She had to learn to survive in the wilderness without tools or other people. Some of the challenges she faced were finding food, building shelter, and keeping wild animals from stealing her stored supplies. To protect her food, she built a fence using strong seal sinew instead of kelp, since animals would gnaw through kelp. The passage discusses Karana's struggles and resourcefulness in overcoming challenges to survive alone in the wilderness.
Reading Street - Unit 1 - Week 4 Powerpointbkmeyers
This document provides lesson materials for a unit on Satchel Paige, including comprehension questions, vocabulary words, and discussion prompts. It introduces Satchel Paige and some of the challenges he faced as an African American baseball player. Key points covered include defining vocabulary words like "barrier" and "hostility," discussing how people overcome challenges through traits like ambition and discipline, and summarizing parts of Paige's biography. The document guides students through various reading comprehension and language arts activities related to Satchel Paige's life and career.
Reading Street - Unit 1 - Week 2 Powerpointbkmeyers
1) The document provides an overview of lesson plans and activities for a unit on how nature can challenge us, focusing on the story Thunder Rose.
2) It includes plans for building oral language and vocabulary, reading comprehension, word analysis, research on natural disasters, and centers focusing on spelling, conventions, and vocabulary.
3) The lessons aim to teach students about challenges posed by nature like tornadoes, snow, ice, and wildfires through class discussions, reading, research, and creative activities like telling tall tales.
Reading Street Unit 1- Week 5 Teacher Power Pointbkmeyers
This document provides a lesson plan for a unit on immigration. It includes daily activities focused on developing oral language skills and content knowledge about the challenges immigrants face in a new country. Each day covers vocabulary, reading comprehension strategies, and spelling/writing conventions. Students discuss immigrant experiences, vocabulary words, and passages about Ellis Island. The goal is for students to understand the hardships of immigrating and establishing new lives in a foreign land.
Reading Street - Unit 1 - Week 1 Powerpointbkmeyers
This document provides an overview of the content and activities for a 5-day unit on the book The Red Kayak. Each day focuses on building vocabulary around the theme of courage, discussing the story through a concept map and comprehension questions, and practicing spelling, grammar, and other literacy skills. Day 1 introduces the vocabulary word "courage" and has students start a concept map. Day 2 continues exploring courage and building the concept map. Day 3 reviews famous failures that showed courage. Day 4 relates the story to social studies concepts. Day 5 reviews the key concepts from the unit.
The document provides an outline for a week of lessons focused on honesty. It includes discussions of why honesty is important, videos and readings that teach about integrity and deceit. Vocabulary words like lamented, drone and candid are introduced. Comprehension strategies like compare/contrast and using context clues are practiced through stories and exercises.
This document provides a lesson plan for a unit on immigration. It includes daily activities focused on developing oral language skills and content knowledge about the challenges immigrants face in a new country. Each day covers vocabulary, reading comprehension strategies, and spelling/grammar practice. Students learn about immigration through Ellis Island, discussions, videos and the story "Ten Mile Day" about building the transcontinental railroad.
This document contains lesson plans and materials for teaching students about how people adapt to difficult situations. It includes readings from the story "Weslandia" and activities about vocabulary, comprehension strategies, and adapting to challenges. Students discuss concepts like determination, flexibility, and transformation. They analyze words, draw conclusions, and consider how characters in the story adapt through inventing solutions.
1) The document provides reading material for students on the topic of helping others and risks involved. It includes a story called "Hold the Flag High" about the 54th Massachusetts Regiment in the Civil War, vocabulary words, comprehension questions and spelling practice.
2) The story discusses the risks soldiers like Sergeant Carney faced in helping the Union cause by carrying the American flag into battle despite being wounded. It provides context for discussions around motivation, qualities and ways to help others while facing risks.
3) Students analyze the story through sequencing events, defining unfamiliar words, identifying foreshadowing, and relating vocabulary to the themes of cooperation, sacrifice and challenging ideals. A review covers these comprehension and vocabulary skills.
Reading Street - Unit 1 - Week 4 Powerpointbkmeyers
This document provides lesson materials for a unit on Satchel Paige, including comprehension questions, vocabulary words, and discussion prompts. It introduces Satchel Paige and some of the challenges he faced as an African American baseball player. Key points covered include defining vocabulary words like "barrier" and "hostility," discussing how people overcome challenges through traits like ambition and discipline, and summarizing parts of Paige's biography. The document guides students through various reading comprehension and language arts activities related to Satchel Paige's life and career.
Reading Street - Unit 1 - Week 2 Powerpointbkmeyers
1) The document provides an overview of lesson plans and activities for a unit on how nature can challenge us, focusing on the story Thunder Rose.
2) It includes plans for building oral language and vocabulary, reading comprehension, word analysis, research on natural disasters, and centers focusing on spelling, conventions, and vocabulary.
3) The lessons aim to teach students about challenges posed by nature like tornadoes, snow, ice, and wildfires through class discussions, reading, research, and creative activities like telling tall tales.
Reading Street Unit 1- Week 5 Teacher Power Pointbkmeyers
This document provides a lesson plan for a unit on immigration. It includes daily activities focused on developing oral language skills and content knowledge about the challenges immigrants face in a new country. Each day covers vocabulary, reading comprehension strategies, and spelling/writing conventions. Students discuss immigrant experiences, vocabulary words, and passages about Ellis Island. The goal is for students to understand the hardships of immigrating and establishing new lives in a foreign land.
Reading Street - Unit 1 - Week 1 Powerpointbkmeyers
This document provides an overview of the content and activities for a 5-day unit on the book The Red Kayak. Each day focuses on building vocabulary around the theme of courage, discussing the story through a concept map and comprehension questions, and practicing spelling, grammar, and other literacy skills. Day 1 introduces the vocabulary word "courage" and has students start a concept map. Day 2 continues exploring courage and building the concept map. Day 3 reviews famous failures that showed courage. Day 4 relates the story to social studies concepts. Day 5 reviews the key concepts from the unit.
The document provides an outline for a week of lessons focused on honesty. It includes discussions of why honesty is important, videos and readings that teach about integrity and deceit. Vocabulary words like lamented, drone and candid are introduced. Comprehension strategies like compare/contrast and using context clues are practiced through stories and exercises.
This document provides a lesson plan for a unit on immigration. It includes daily activities focused on developing oral language skills and content knowledge about the challenges immigrants face in a new country. Each day covers vocabulary, reading comprehension strategies, and spelling/grammar practice. Students learn about immigration through Ellis Island, discussions, videos and the story "Ten Mile Day" about building the transcontinental railroad.
This document contains lesson plans and materials for teaching students about how people adapt to difficult situations. It includes readings from the story "Weslandia" and activities about vocabulary, comprehension strategies, and adapting to challenges. Students discuss concepts like determination, flexibility, and transformation. They analyze words, draw conclusions, and consider how characters in the story adapt through inventing solutions.
1) The document provides reading material for students on the topic of helping others and risks involved. It includes a story called "Hold the Flag High" about the 54th Massachusetts Regiment in the Civil War, vocabulary words, comprehension questions and spelling practice.
2) The story discusses the risks soldiers like Sergeant Carney faced in helping the Union cause by carrying the American flag into battle despite being wounded. It provides context for discussions around motivation, qualities and ways to help others while facing risks.
3) Students analyze the story through sequencing events, defining unfamiliar words, identifying foreshadowing, and relating vocabulary to the themes of cooperation, sacrifice and challenging ideals. A review covers these comprehension and vocabulary skills.
Mahalia Jackson was an influential gospel singer who used her music to inspire others. She grew up in New Orleans singing in her local church where the music helped provide comfort during difficult times. Jackson went on to record popular gospel songs that brought the genre to new audiences. Her powerful voice and emotionally charged performances helped spread messages of strength, hope and freedom through music.
The document provides lesson plans and reading materials for teaching students about paleontologists and how they help us understand dinosaurs. It includes links to videos about paleontologist theories that turned out to be true. The main text is about the biography of Waterhouse Hawkins and how he created the first life-sized models of dinosaurs in 1854.
This document provides lesson plans and materials for teaching a unit on why people make sacrifices for others. It includes readings from the story "A Summer's Trade" for students to analyze. Discussion questions prompt students to think about examples of sacrifice from the story and in their own lives. Vocabulary words are defined and used in context. Comprehension skills like determining the author's purpose and point of view are practiced. The unit aims to help students understand the concept of sacrifice through discussion, activities and applying lessons from the story.
This document outlines the daily lessons and activities for Unit 1 Week 1 of a reading curriculum. Each day focuses on a different comprehension skill and includes read alouds, vocabulary lessons, spelling and grammar practice, and project-based learning centers. Students learn about the concept of courage through videos, class discussions, and reading the story "Run, Kate Shelley, Run". Vocabulary development and fluency are emphasized through word analysis, homographs, and literacy terms like point of view.
This document provides information about a multi-day lesson on special effects in film and television. It includes videos, readings, vocabulary exercises, and spelling activities. Each day focuses on a different aspect of special effects like miniatures, computer graphics, or movie-making techniques. Students learn terms like illusion, graphics, and simulation and analyze how they are used. Comprehension strategies like using context clues and prefixes are practiced.
This document provides an overview of lesson plans and activities for a week of instruction related to the story "The Ch'i-lin Purse". It includes:
1) Daily lessons that involve reading passages from the story, discussing vocabulary words, completing comprehension questions and activities, and practicing language conventions.
2) Lessons focus on comprehension skills like compare and contrast, identifying symbols, analyzing suffixes, and determining word meanings from Greek and Latin roots.
3) The week culminates in a review of these skills and concepts, and a weekly test and spelling test.
The document outlines the daily schedule and lessons to guide a week of instruction centered around the themes and skills presented in the story "The Ch
Agenda and notes page for Navy Storytelling Workshop held in the Pacific Northwest, Coronado, Calif., and Norfolk, Va. the last week of September 2013.
Transitions help readers understand the connections between ideas by explaining relationships between people, places, things, or events, rather than leaving the reader to infer those connections on their own. The document provides examples of paragraphs with and without transitions to demonstrate how transitions improve clarity and flow. It also includes a list of common transition words to help writers smoothly connect ideas from sentence to sentence and paragraph to paragraph.
This document provides tips for improving word choice in writing. It emphasizes using precise verbs and nouns, replacing vague words with stronger alternatives, and avoiding overused words and cliches. Careful selection of adjectives and adverbs is also advised. The document encourages finding unique phrases and taking advantage of a thesaurus to expand one's vocabulary in a way that enhances writing style.
This document provides guidance on writing effective introductions and conclusions for essays. It offers various strategies for introductions, such as telling a story, asking questions, using a theme statement or quotation. Introductions should catch the reader's attention and introduce the thesis. For conclusions, the document suggests echoing the introduction, tying together essay details, challenging the reader, or posing questions. Conclusions should stress the importance of the main point and leave a final impression, without explicitly stating it is the conclusion.
Here is a sentence incorporating many of the "F" words from the document:
With fertile focus and fervor, professional speakers must flair their fabulous yet flexible facilitation to foster freedom from fear of fiascos or faintheartedness, ensuring fluent and facetious delivery leads to fait accompli and fertile fruition for audiences.
This document provides an overview of a week of lesson plans focused on how inventors inspire imagination. It includes links to videos about inventions, excerpts from stories, vocabulary words and activities. Some of the main topics covered are Benjamin Franklin's inventions, a story about twin inventors named Carlos and Lily Perez, and vocabulary like "experiment", "device" and "improvement". Students are asked to discuss how inventors get their ideas and complete activities like defining words, analyzing parts of stories, and reviewing their understanding of literary concepts from the week.
The document provides guidance on how to effectively add details and evidence to writing. It emphasizes that vague, repetitive writing is not engaging for readers. Effective writing uses specific details like names, sensory descriptions, dialogue and anecdotes to illustrate ideas. Even formal writing needs evidence to support claims, whether through facts, statistics, quotes or examples. Overall, the document stresses that good writing answers the implicit questions readers have by anticipating needs for clarification or proof.
Despite the presence of 6,000 police officers, trouble started near Tower Bridge during a 1936 demonstration in London. A journalist, Bill Maguire, witnessed a boy light a firecracker, spooking horses and causing chaos. As police struggled to control the situation, the crowd broke through barriers in an explosive surge. Though shaken by being knocked over, Maguire was undeterred from observing the excitement as a reporter.
This document provides guidance for responding to feedback on student work. It instructs students to:
1. Read and initial all comments to acknowledge they were read.
2. Look for and answer/respond to questions or requests for additional information marked in pink.
3. Correct any spelling, grammar, or vocabulary errors highlighted in pink.
It also provides a key for common marking codes used by the teacher.
Here are the key details from each paragraph:
Paragraph 1:
- The Guinness Book of Records started as a book with answers to questions people found difficult.
- Sir Hugh Beaver came up with the idea to make a book with these answers.
- The first book was published in 1951 and became very .
Paragraph 2:
- Guinness representatives contact people around the world about their amazing events and facts.
- They determine claims to be the fastest, highest, etc.
Paragraph 3:
- Guinness receives thousands of applications each year.
- teams verify the records and them.
- The process is and has authorization and publicity.
Paragraph 4:
- Not all
This document outlines a presentation on teaching nonfiction reading. It begins by defining goals such as exploring strategies for pairing nonfiction and fiction texts and brainstorming how to integrate nonfiction into existing fiction units. It then discusses defining nonfiction, reviewing Common Core standards, and the importance of teaching nonfiction to prepare students for college and careers. Various nonfiction text types and mediums are presented. Strategies like the before-during-after approach and pairing fiction with nonfiction texts on similar themes are explored as ways to teach nonfiction.
The document provides strategies for improving reading comprehension. It discusses using reciprocal summarization where students take turns summarizing articles for each other. It also lists reading skills like predicting, questioning, evaluating, summarizing, visualizing, making connections, comparing, understanding directly stated information, and inferring suggested ideas. Finally, it outlines a morning program for reading strategies that includes before, during, and after reading strategies.
1. idioms, find someone who, all about you, grange fair, short novel, textbookIECP
This document provides an agenda for an IECP reading course. It outlines topics to be covered such as idioms, course skills, a newspaper reading, short novel introduction, and textbook introduction. Students will learn about identifying main ideas and supporting details. A diagnostic test is scheduled for the following Wednesday. Key course objectives are to improve reading rate, vocabulary, cultural knowledge, and comprehension.
The document provides a detailed lesson plan for teaching students how to write a descriptive essay. The lesson includes objectives, subject matter, materials, and procedures. It begins with an introductory video and discussion to motivate students. Students then practice applying descriptive techniques by writing paragraphs based on the video. The teacher reviews guidelines for descriptive essays and has students analyze a sample. Students conclude by writing their own descriptive essays, applying the guidelines they learned.
This document provides an overview of a reading master class for an English literacy and language teaching qualification. It includes sample questions on grammar and tense, instructions for students to reflect on feedback and complete homework, and resources on reading techniques. The class covers how good readers approach a text, features of different text types, analyzing texts using linguistic elements, applying schema theory, and using reading strategies like skimming and predicting. Students read a short story and comment on linguistic devices and reading aspects for homework.
Mahalia Jackson was an influential gospel singer who used her music to inspire others. She grew up in New Orleans singing in her local church where the music helped provide comfort during difficult times. Jackson went on to record popular gospel songs that brought the genre to new audiences. Her powerful voice and emotionally charged performances helped spread messages of strength, hope and freedom through music.
The document provides lesson plans and reading materials for teaching students about paleontologists and how they help us understand dinosaurs. It includes links to videos about paleontologist theories that turned out to be true. The main text is about the biography of Waterhouse Hawkins and how he created the first life-sized models of dinosaurs in 1854.
This document provides lesson plans and materials for teaching a unit on why people make sacrifices for others. It includes readings from the story "A Summer's Trade" for students to analyze. Discussion questions prompt students to think about examples of sacrifice from the story and in their own lives. Vocabulary words are defined and used in context. Comprehension skills like determining the author's purpose and point of view are practiced. The unit aims to help students understand the concept of sacrifice through discussion, activities and applying lessons from the story.
This document outlines the daily lessons and activities for Unit 1 Week 1 of a reading curriculum. Each day focuses on a different comprehension skill and includes read alouds, vocabulary lessons, spelling and grammar practice, and project-based learning centers. Students learn about the concept of courage through videos, class discussions, and reading the story "Run, Kate Shelley, Run". Vocabulary development and fluency are emphasized through word analysis, homographs, and literacy terms like point of view.
This document provides information about a multi-day lesson on special effects in film and television. It includes videos, readings, vocabulary exercises, and spelling activities. Each day focuses on a different aspect of special effects like miniatures, computer graphics, or movie-making techniques. Students learn terms like illusion, graphics, and simulation and analyze how they are used. Comprehension strategies like using context clues and prefixes are practiced.
This document provides an overview of lesson plans and activities for a week of instruction related to the story "The Ch'i-lin Purse". It includes:
1) Daily lessons that involve reading passages from the story, discussing vocabulary words, completing comprehension questions and activities, and practicing language conventions.
2) Lessons focus on comprehension skills like compare and contrast, identifying symbols, analyzing suffixes, and determining word meanings from Greek and Latin roots.
3) The week culminates in a review of these skills and concepts, and a weekly test and spelling test.
The document outlines the daily schedule and lessons to guide a week of instruction centered around the themes and skills presented in the story "The Ch
Agenda and notes page for Navy Storytelling Workshop held in the Pacific Northwest, Coronado, Calif., and Norfolk, Va. the last week of September 2013.
Transitions help readers understand the connections between ideas by explaining relationships between people, places, things, or events, rather than leaving the reader to infer those connections on their own. The document provides examples of paragraphs with and without transitions to demonstrate how transitions improve clarity and flow. It also includes a list of common transition words to help writers smoothly connect ideas from sentence to sentence and paragraph to paragraph.
This document provides tips for improving word choice in writing. It emphasizes using precise verbs and nouns, replacing vague words with stronger alternatives, and avoiding overused words and cliches. Careful selection of adjectives and adverbs is also advised. The document encourages finding unique phrases and taking advantage of a thesaurus to expand one's vocabulary in a way that enhances writing style.
This document provides guidance on writing effective introductions and conclusions for essays. It offers various strategies for introductions, such as telling a story, asking questions, using a theme statement or quotation. Introductions should catch the reader's attention and introduce the thesis. For conclusions, the document suggests echoing the introduction, tying together essay details, challenging the reader, or posing questions. Conclusions should stress the importance of the main point and leave a final impression, without explicitly stating it is the conclusion.
Here is a sentence incorporating many of the "F" words from the document:
With fertile focus and fervor, professional speakers must flair their fabulous yet flexible facilitation to foster freedom from fear of fiascos or faintheartedness, ensuring fluent and facetious delivery leads to fait accompli and fertile fruition for audiences.
This document provides an overview of a week of lesson plans focused on how inventors inspire imagination. It includes links to videos about inventions, excerpts from stories, vocabulary words and activities. Some of the main topics covered are Benjamin Franklin's inventions, a story about twin inventors named Carlos and Lily Perez, and vocabulary like "experiment", "device" and "improvement". Students are asked to discuss how inventors get their ideas and complete activities like defining words, analyzing parts of stories, and reviewing their understanding of literary concepts from the week.
The document provides guidance on how to effectively add details and evidence to writing. It emphasizes that vague, repetitive writing is not engaging for readers. Effective writing uses specific details like names, sensory descriptions, dialogue and anecdotes to illustrate ideas. Even formal writing needs evidence to support claims, whether through facts, statistics, quotes or examples. Overall, the document stresses that good writing answers the implicit questions readers have by anticipating needs for clarification or proof.
Despite the presence of 6,000 police officers, trouble started near Tower Bridge during a 1936 demonstration in London. A journalist, Bill Maguire, witnessed a boy light a firecracker, spooking horses and causing chaos. As police struggled to control the situation, the crowd broke through barriers in an explosive surge. Though shaken by being knocked over, Maguire was undeterred from observing the excitement as a reporter.
This document provides guidance for responding to feedback on student work. It instructs students to:
1. Read and initial all comments to acknowledge they were read.
2. Look for and answer/respond to questions or requests for additional information marked in pink.
3. Correct any spelling, grammar, or vocabulary errors highlighted in pink.
It also provides a key for common marking codes used by the teacher.
Here are the key details from each paragraph:
Paragraph 1:
- The Guinness Book of Records started as a book with answers to questions people found difficult.
- Sir Hugh Beaver came up with the idea to make a book with these answers.
- The first book was published in 1951 and became very .
Paragraph 2:
- Guinness representatives contact people around the world about their amazing events and facts.
- They determine claims to be the fastest, highest, etc.
Paragraph 3:
- Guinness receives thousands of applications each year.
- teams verify the records and them.
- The process is and has authorization and publicity.
Paragraph 4:
- Not all
This document outlines a presentation on teaching nonfiction reading. It begins by defining goals such as exploring strategies for pairing nonfiction and fiction texts and brainstorming how to integrate nonfiction into existing fiction units. It then discusses defining nonfiction, reviewing Common Core standards, and the importance of teaching nonfiction to prepare students for college and careers. Various nonfiction text types and mediums are presented. Strategies like the before-during-after approach and pairing fiction with nonfiction texts on similar themes are explored as ways to teach nonfiction.
The document provides strategies for improving reading comprehension. It discusses using reciprocal summarization where students take turns summarizing articles for each other. It also lists reading skills like predicting, questioning, evaluating, summarizing, visualizing, making connections, comparing, understanding directly stated information, and inferring suggested ideas. Finally, it outlines a morning program for reading strategies that includes before, during, and after reading strategies.
1. idioms, find someone who, all about you, grange fair, short novel, textbookIECP
This document provides an agenda for an IECP reading course. It outlines topics to be covered such as idioms, course skills, a newspaper reading, short novel introduction, and textbook introduction. Students will learn about identifying main ideas and supporting details. A diagnostic test is scheduled for the following Wednesday. Key course objectives are to improve reading rate, vocabulary, cultural knowledge, and comprehension.
The document provides a detailed lesson plan for teaching students how to write a descriptive essay. The lesson includes objectives, subject matter, materials, and procedures. It begins with an introductory video and discussion to motivate students. Students then practice applying descriptive techniques by writing paragraphs based on the video. The teacher reviews guidelines for descriptive essays and has students analyze a sample. Students conclude by writing their own descriptive essays, applying the guidelines they learned.
This document provides an overview of a reading master class for an English literacy and language teaching qualification. It includes sample questions on grammar and tense, instructions for students to reflect on feedback and complete homework, and resources on reading techniques. The class covers how good readers approach a text, features of different text types, analyzing texts using linguistic elements, applying schema theory, and using reading strategies like skimming and predicting. Students read a short story and comment on linguistic devices and reading aspects for homework.
1) This document outlines a 5-day unit plan focusing on how nature can challenge us. Each day covers content like videos on natural disasters, vocabulary, reading passages from the book Thunder Rose, and research on a force of nature.
2) Activities include building oral language skills, learning vocabulary like "roaring" and "twister", reading about tornadoes in Thunder Rose, and researching a natural disaster.
3) Assessment includes a presentation on a researched natural disaster, with the goal of communicating findings to peers through eye contact, clear speaking, and responding to questions.
1) The document provides an overview of content and activities for a 5-day unit on the book Thunder Rose. Each day focuses on building oral language skills, vocabulary, reading comprehension, and conventions through discussions, videos, and worksheets related to how nature can challenge us.
2) Students read excerpts from Thunder Rose and learn about different natural disasters like tornadoes. They analyze diagrams and charts about measuring tornado strength.
3) On the last day, students synthesize their research on how nature challenges us and share tall tales they created using exaggerations and idioms. They reflect on key lessons from the unit.
This document is an English guided learning activity kit for grade 9 students focusing on making connections between texts. It provides instructions for activities analyzing a poem called "The Man with the Hoe" through identifying context clues, determining word meanings, answering comprehension questions, and relating the themes in the poem to real-life social issues. The kit was created by the DepEd Region III Schools Division of Zambales for their students. It explains that learning vocabulary through context clues is more practical than using a dictionary when reading.
A Balanced Literacy Program for Special EducationJoanne Cardullo
Special education students progress more rapidly when they participate in a literacy program that balances phonological awareness with comprehension. Reading with meaning is an educator's ultimate goal!
1) The document discusses content from the story "The Midnight Ride of Paul Revere" including vocabulary words and comprehension questions.
2) It provides examples of how authors can promote freedom through battles, voting, making laws, and acquiring information.
3) Students are asked to analyze rhyme, rhythm, and cadence in the poem and discuss how understanding word endings helps with comprehension.
This document provides instructions and information about context clues. It defines context clues as words that appear in sentences to help understand the meanings of difficult words. It then lists and describes 8 different types of context clues: 1) Definition, 2) Synonym, 3) Antonym, 4) Comparison, 5) Example/Explanation, 6) Cause-Effect, 7) List or Series, and 8) Inference. The document concludes by providing examples of sentences that demonstrate each type of context clue.
The document discusses habitats and provides examples of different animal habitats. It focuses on a duck habitat and guides students through an activity where they learn about the habitat needs of ducks like Mr. and Mrs. Mallard by exploring suitable habitats and characteristics like food, water, shelter and safety. Students are tasked with writing a newspaper advertisement describing their ideal duck habitat.
Unlocking the world of words context clues and word partscarawc
The document provides information about reading strategies and vocabulary building. It discusses factors that affect reading rate, such as purpose, prior knowledge, and text complexity. It also covers different types of context clues that can help determine the meaning of unknown words from surrounding context. Finally, it discusses using word parts like prefixes and suffixes to deduce the meaning of unfamiliar terms. The overall purpose is to provide tips and strategies for improving reading comprehension and vocabulary.
TEXT TYPE (NARRATIVE, EXPOSITORY, RECOUNT, EXPLANATION, PERSUASIVE).pptxHandumonJingkyD
This document provides information about different types of texts, including narrative text, expository text, explanation text, recount text, and persuasive text. It begins with defining narrative text as a story-based text told in chronological order that can include characters, events, and resolutions. Expository text is defined as a factual, informative text organized by topics rather than a chronological storyline. The document then provides examples, structures, and characteristics of explanation text, recount text, and persuasive text. It emphasizes using different text types for effective communication and includes activities for students to practice identifying and differentiating between these text types.
This document provides information and resources for teaching close reading strategies using annotated texts. It discusses using post-it notes, guided highlighted reading, and annotating as close reading strategies. Sample lessons are outlined that guide students through independently reading a text, discussing what they learned, and having the teacher model their thinking through a shared reading. Questions are provided to prompt discussion and writing activities. Additional resources like videos on note-taking strategies are referenced. Close reading is presented as an instructional approach that has students revisit texts for different purposes to build reading skills.
This document provides information about implementing close reading strategies with students. It discusses using post-it notes and guided highlighted reading when doing a close analysis of texts. Examples are given of setting a purpose for reading, doing an initial independent reading, and then revisiting the text through a teacher-led discussion using text-dependent questions. The goal is to help students engage deeply with texts through multiple exposures and discussions.
A Powerpoint workshop on 'Reading Strategies & Phonics at Home' designed specifically for Hong Kong primary parents.
*Creating a Positive Home Reading Culture.
*The Importance of Phonics.
*‘Decoding’ New Words.
*Ideas and Resources.
*Conclusion.
*Questions & Answers.
This is a Grade 8 Lesson about Context Clues. This Presentation covers the entire lesson presentation in a session from opening prayer until the assignment. The discussion of the lesson includes the types of context clues and their sample sentences. Some activities are included, as well as the formative assessment and evaluation.
This document provides strategies and examples for determining the meaning of unknown words using context clues. It discusses 9 different strategies:
1. A sentence may contain the definition of the word.
2. Additional context helps understand the word's meaning even without an explicit definition.
3. Unknown words can be understood by their relationship to known synonyms or antonyms.
4. Prior knowledge about a topic can provide context for understanding a word.
5. Word roots, prefixes and suffixes provide clues to a word's meaning.
6. A word's part of speech provides limitations on possible meanings.
7. Punctuation like commas and semicolons can indicate definitions or explanations.
This document provides information about a reading passage. It identifies the genre as a Pourquoi Tale and notes that the author is Retold by MaryJoan Gerson. It poses the big question of how people have explained the pattern of day and night.
This document provides an overview of a lesson on reading skills and strategies. It introduces objectives of describing a written text, defining reading skills, and explaining reading strategies. It includes activities like a vocabulary check on an excerpt and context clue exercises to identify unfamiliar words from an article. Students are asked to choose words, determine their meanings from context, and discuss their findings with peers. The lesson encourages active reading and applying strategies to improve comprehension.
Use information from news reports, speeches,.pptxEliza Jeresano
The document discusses different reading techniques and when to use them. It explains that skimming is used to get the main idea of a text quickly, scanning is used to find a specific piece of information, intensive reading is used for deeper understanding, and extensive reading is done for pleasure. It also provides examples of when each technique would be appropriate.
Similar to Reading Street Unit 1- Week 3 Powerpoint (20)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
4. Concept Map
Amazing Words:
gutted, quartz, flint, blazing
Listen to these words in our
read aloud. Think about
what quartz is and what is
can be used for.
Where would flint belong
on our concept map?
How people survive in the wilderness
Tasks Challenges Wilderness Resources
Flint
8. Vocabulary
Discuss the meaning of each of the words about.
In your reading spiral write down a definition for the
vocabulary words.
Choose three words and write them in a sentence.
Share your sentences with your neighbor!
9. Research and Inquiry – Identify
Research a topic of wilderness survival. Come up with a few open ended-
questions for this topic. At the end of the week you will share your safety tips
from your list!
Possible Questions: What does someone need to do to survive in the
wilderness?
What are some good basic tools?
Work in pairs to come up with a narrower topic and write an inquiry question.
Spelling – Long Vowel Diagraphs
Take your Spelling City Pretest
ws: DVD19
Conventions – Independent and Dependent Clauses
An independent clause has a subject and a predicate and makes sense
on its own.
Transparency 3 #1-3 as a class or in groups.
Students complete 4-9 independently.
Handwriting – cursive
packet
10. Day 2 – Content
Knowledge
Oral Language Video –
Weekly Concept – How do people survive in the
wilderness?
He huddled over his tepee and smacked the quartz
against the knife like a flint. A spark flashed, and the
tinder ignited. – “Jenks and the Fire”
What do you think the word flint means? – What
context clues can we use?
Why might he be huddled over the fire?
11. Concept Map
Amazing Words:
prey
pursuit
Look at the photographs on
page 82-83.
What does prey mean?
What are some animals
that can be prey?
What does pursuit mean?
Previous words:
gutted, quarts, flint, blazing
If you eat fish at a
restaurant, has it already
been gutted?
Explain how to use quartz
and flint to start a fire.
How people survive in the wilderness
Tasks Challenges Wilderness
12. Word Analysis
compound words: words that are made up of two words.
In your reading spiral choose a word below from the first
column. Then choose a word from the second column to
create a compound word.
Example: Pick head from the first column. In the second
column choose land. Headland is a high piece of land
that juts out into the water.
13. Literary Terms: Imagery
Authors use imagery in stories so the reader
experiences the story as the characters do. An
image is any detail that stimulates the senses and
imagination.
Imagery helps create a mood and visualization of
the story.
Look at the first paragraph of “Alone” on page 85.
How do you think Jesse feels when he hears, “the
summer wind rustling the tall prairie grass” and
what is the mood the author created?
look for another example of imagery in “Alone.”
15. Vocabulary Skill: Unknown
Words Read “Island
Survival” on
page 87.
Write the
definitions to
the highlighted
words in your
reading spiral.
If you do not
know the
definition use
a dictionary!
16. This is a novel. A novel is
longer than a short story and
can have many characters,
more description, and more
subplots.
Look at the title and illustration
of the girl. What do you think
will happen?
17. Conventions: Independent and
Dependent Clauses
After I went to the play I came home.
The first clause is dependent because it does not
express a complete thought.
The second clause is independent because it can stand
on its own as a sentence.
Combine each clause in the first column with the clause
in the second column to form a complex sentence
Only insert a comma when a dependent clause begins
the sentence.
18. Research and Inquiry – Navigate/Search
Search on ______ website using your inquiry questions and
keywords to guide your research plan.
What experts could we ask about wilderness survival?
Create some questions you could as a wilderness expert.
Spelling – Long Vowel Digraphs
In a vowel digraph, two vowels together stand for one sound, which is the
long sound of the first vowel.
Reader’s and Writer’s notebook p. 66
Vocabulary – Unknown Words
WS 68
Conventions – Independent and Dependent Clauses
WS 65
19. Day 3 – Content
Knowledge
Oral Language How do people survive in the wilderness?
Today while we are reading, think about how Karana
overcomes challenges in the wilderness so that she can
survive.
“I would have used seal sinew to bind the ribs together,
for this is stronger than kelp, but wild animals like it and
soon would have gnawed the fence down.” –The Island
of Blue Dolphin p. 94
What does sinew mean and why would she build a fence
from it?
What does gnawed mean?
20. Concept Map
Amazing Words:
shipwreck
famished
What is the definition of the
word shipwreck?
Discuss with a partner:
Why might a shipwreck
happen?
What story do you know
that is about a shipwreck?
What does famished
mean?
When might someone be
famished?
How people survive in the wilderness
Tasks Challenges Wilderness
21. Main Story
Describe the story’s setting.
What clue about the story’s
theme does the setting reveal?
Why does Karana want to
build her home in the southern
part of the island?
Pages 96-101
24. Research and Inquiry – Step 3 Analyze information
Spelling – Long Vowel Digraphs
Worksheet 71
Conventions – Independent and Dependent Clauses
Worksheet 24
25. Day 4 – Content
Knowledge
Oral Language How do people survive in the wilderness?
Video-
“They were so numerous that I could never hope to
get rid of them either by traps or with arrows. They
were clever thieves and nothing I stored would be
safe until I had built a fence.” – Island of Blue
Dolphins p. 94
What word could we use instead of numerous?
How is describing the red foxes as clever thieves
different from just saying they stole food?
26. Concept Map
Oral Vocabulary Amazing Words:
resourceful
wilderness
Karana had to be very
resourceful to survive on
the island. She had to
make a shelter, find and
cook food, and protect
herself without tools or
weapons. What do you
think resourceful means?
What other ways could she
be resourceful?
What does wilderness
mean?
Discuss with a partner:
Imagine you are
shipwrecked on an island.
How might you use the
How people survive in the wilderness
Tasks Challenges Wilderness
27. Science in Reading How-to Text: Problem Solving.
A how-to text lists step by step
instructions on how to do a task.
What kind of situations require you
to solve a problem?
Often, it is necessary to follow a
how-to text in order to solve a
problem.
What are some examples of time
we might want to read a how-text?
What are some things we might
find in a how-to text?
Work with a partner to write a
short how-to paragraph about how
to solve a problem or play a game.
28.
29.
30. Karana was stranded on an island
off the coast of California.
What does the word coast mean?
What is a way we can decipher the
meaning of coast?
Work with a partner to identify
unknown words from Island of
Blue Dolphins. In your spiral write
down three unknown words and
their definitions.
31. In order for a how-to
demonstration to be successful,
directions must be clear and
concise.
You will need multiple steps and
the steps must be in the correct
order.
Work in your reading spiral to
create a how-to demonstration
about building a structure. Think
about the tools and materials you
will need to have.
When you finish share your how-to
with a partner!
32. Research and Inquiry – Step 4 Synthesize
Look over your research.
Compare and contrast sources of information and make sure you found expert
advice.
Make sure you group together similar information.
Create a presentation for your report.
Spelling –
Together create a vowel digraph word web for each vowel (ai, ee, ea, oa,
ow).
Individually complete spelling worksheet 25 for homework
Conventions –
independent and dependent clauses worksheet 72
Type to learn – 15 minutes
33. Day 5 – Content
Knowledge
Oral Vocabulary Unit Question: What Kinds of challenges to people
face and how do they meet them?
Weekly Question: How can people survive in the
wilderness?
Finish Video!
34. Concept Map Amazing words – gutted,
quartz, flint, blazing, pursuit,
prey, shipwreck, famished,
wilderness, resourceful
Use the concept map
and what you have
learned from this week’s
discussions and reading
selections to form and
– a
realization or big idea
about meeting
challenges.
In your spiral write down
a few sentences about
your
beginning with, “This
week I learned…”
How people survive in the wilderness
Tasks Challenges Wilderness Resources
make fire keeping
warm
cold bow and
arrow
find food cooking famished fence
build shelter weather animals bowls
protection prey flint
35. Review
Comprehension Skill: Theme and Setting
Theme: underlying meaning of a story.
Setting: where and when the story takes place.
What is the theme of Island of the Blue Dolphins?
Survival
What in the text made you think that this was the
theme?
Work on Theme and Setting worksheet
independently.
36. Review
Vocabulary Skill: Unknown Words
We use a dictionary or glossary to determine the
meanings of unknown words.
What else can we find in a dictionary?
pronunciation, syllabication, part of speech, alternate
meanings
With a partner use each your vocabulary words in a
sentence.
37. Review
Word Analysis: Compound Words
Compound Word: A word that has a combination of
two or more words that function as a single unit of
meaning.
In you reading spirals break apart the following
words by circling the smaller words. Then write your
own definition for the word.
starfish, gatekeeper, packhorse, seabird, bedtime,
thumbtack
38. Review
Authors use imagery to describe how things in the
story taste, smell, feel, sound, and look.
Read page 93 of Island of the Blue Dolphins.
Look for examples of imagery. Find words that help
you understand what your five senses would
experience.
Write three examples in your reading spiral.
40. Research and Inquiry – Finish Presentation
Spelling – Post Test Spelling City
Conventions – Worksheet 27
Editor's Notes
This is a 30 minute video. I have watched the first ten minutes and it’s pretty cool! The man in the video shows ways to survive on a desert island. I was going to watch about five minutes or so each day.
Skip 13:25 to 13:55 – Frickin (excited about his basket he made)
Can skip 20:00 to 21:00 dead mongoose (he warns you)
Skip 24:48 -26:00 – Damn (excited about his food he cooked)
p. 82j
What is the man trying to do?
-add Tasks, Challenges, and Wilderness to our concept map
How is a man surviving in the wilderness different from a bear surviving in the wilderness?
What do you think the people have to do after they are in a shipwreck?
Double Click on the concept map to open in word. Edit in word.
p. 83b
p83c
Read the first paragraph of Alone together. Have the students follow along. Then model the close read on page 83c
Then have students read the rest of Alone using the callouts as guides. Talk about the callouts as a class when finished.
Worksheet: Readers and Writers Notebook p.62
p. 85a
p. 85d
Worksheet DVD3
p. 86c
Discuss shellfish. Shell means “hard covering of an animal or egg.” Fish means “a kind of animal that lives underwater.” Together they mean “a kind of fish that has a shell”
p. 86d
p. 86e
Reader’s and writer’s notebook p. 64
Read through 91-95 as a class or in pairs.
Use worksheets:
Let’s practice it 22,
Readers and writers notebook 68 – vocabulary (could be done in centers)
Let’s practice it 23
I ended up sending the spelling pages home for homework so you can choose what you want to do with centers. This still needs a little work
p. 96c
We can read the second part of the story whole group or in small groups if we are doing them. Also, they could read in pairs!