Reciprocal Teaching Example (1).pptx
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Group A students will summarize a passage, identify the most important ideas or events, and explain them in their own words. Another student will ask questions to clarify anything confusing or unfamiliar. A third will use clues from the passage to predict what might happen next.
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Generating Ideas
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Character Name:
How would you describe this character?
Why?
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Attitude
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?
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How will you communicate that tone?
How do you want readers to feel after they read your story?
What pace fits your narrative:
Why?
How will you create that pace?
Print
|
Save
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
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NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER JEE PYQ
NIPER JEE QUESTIONS
MOST FREQUENTLY ASK QUESTIONS
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The document discusses policy analysis and outlines steps for students to carry out a public policy analysis project in groups. It explains that policy analysis involves evaluating alternatives to address public problems. It describes criteria for selecting an issue, such as number of people affected, intensity of concern, and available resources. Students will meet in groups to choose an issue by considering if it meets these criteria and how strongly they feel about it. They will then research the issue and decide how to gather more information through methods like surveys.
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Topic:
Generating Ideas
:
Who?
List and describe the characters involved in the narrative you are creating.
Character Name:
How would you describe this character?
Why?
Physical Appearance
Feelings
Attitude
Character Name:
How would you describe this character?
Why?
Physical Appearance
Feelings
Attitude
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How would you describe this character?
Why?
Physical Appearance
Feelings
Attitude
What?
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Write some words or phrases that will help you describe the setting of your story. Where do the events take place? What does it look like there? What does it feel like there?
Organization
When?
Plan the course of events in your narrative.
Exposition
Rising Action
Climax
Falling Action
Resolution
Voice
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Point of View:
Tone—What is the attitude of your story?
Pace—How fast is your story going to move
?
Words to describe the tone:
How will you communicate that tone?
How do you want readers to feel after they read your story?
What pace fits your narrative:
Why?
How will you create that pace?
Print
|
Save
From another character’s perspective, narrate a scene that tells the story of Macbeth’s coronation dinner and his reaction to seeing Banquo’s ghost.
Narrate a scene where the weird sisters appear and speak to Macduff after King Duncan is killed.
Narrate a scene where Macbeth and Lady Macbeth prepare for Banquo’s funeral and tell the story of their interaction.
.
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The document discusses reading strategies that good readers use to understand and analyze what they are reading. It identifies seven main strategies: making connections, asking questions, determining importance, inferring and predicting, visualizing, synthesizing, and using "fix up" strategies when having trouble understanding. The strategies help readers engage actively with a text, draw out hidden meanings, and monitor their own comprehension. Regular practice of these strategies can improve a reader's ability to think deeply and consciously about what they read.
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The document discusses reading strategies that good readers use to improve comprehension. It identifies seven main strategies: making connections, asking questions, determining importance, inferring and predicting, visualizing, synthesizing, and using "fix up" strategies when having trouble understanding. The strategies help readers understand, connect with, and evaluate what they are reading. Good readers use clues to make inferences and predictions about the text. The document emphasizes that consciously using these strategies can help readers learn how to understand what they read.
Ins lesson plan template
This lesson plan aims to teach students how to ask for and give opinions. The lesson will begin with an introduction where the teacher shows students a picture of flowers and explains they will read a text containing opinions about flowers. Students will then read the text in pairs and discuss the meaning.
The main content of the lesson involves teachers guiding students to ask about unfamiliar words in the text and role play asking for and giving opinions in groups.
To conclude, the teacher will explain that an opinion is subjective and not right or wrong, but can be supported by facts or perspective. Students will then have an opportunity to practice asking for and giving their own opinions.
Improving Instruction, Increasing Literacy...
This document discusses strategies for improving instruction through the use of learning intentions, success criteria, and reflection. It defines learning intentions as describing what is being learned rather than just activities, and gives an example. Success criteria are then tied to learning intentions to help students know if they have been successful. Several reflection strategies are presented, including having students reflect on notes, with graphic organizers, through exit tickets, using metaphors and analogies, examining word relationships, and creating memes. The overall message is that reflection is important for deepening student learning and should be facilitated through various strategies.
Higher Order Thinking in Math and Writing
The document discusses developing higher-order thinking skills in students for math and writing. It suggests that traditional math problems lack realism and are not framed by students. For math, teachers should see problems from the students' perspective, let students struggle productively, and encourage talk and collaboration. For writing, it recommends focusing on audience and purpose, co-constructing criteria, spending time on prewriting, and assessing at all stages of the writing process. The goal is to help students justify choices, make judgments, and express themselves effectively.
Reading-Strategies-Thinking-About-How-You-Read.ppt
This document discusses reading strategies that good readers use to understand and analyze what they read. It identifies seven main strategies: making connections, asking questions, determining importance, inferring and predicting, visualizing, synthesizing, and using fix-up strategies. Each strategy is explained in one or two sentences. The document emphasizes that readers should think metacognitively about their reading and consciously use strategies to improve comprehension.
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Here are some suggested questions to guide our focused conversation:
Opening: How can we work together to improve safety for students around the school?
Objective Questions: What traffic safety issues have people observed? What are specific safety concerns that have been reported?
Reflective Questions: Which safety issues worry you the most and why?
Interpretive Questions: What might be some underlying causes of the traffic safety problems? What solutions have other schools tried that could work for us?
Decisional Questions: What steps can we take to address the key safety issues? Who will lead implementing and funding different solutions? How can we get input from students on improvements?
Closing: Thank you for sharing your perspectives on how
Inferencing mini lesson
This document provides a research-based lesson planning guide for teaching students to make inferences when reading. The 5-day mini-lesson includes: 1) Explicit instruction on inference strategies and vocabulary. 2) Modeling inferences using sample texts. 3) Guided practice making inferences from passages, pictures, and ads. 4) Independent practice making character and advertisement inferences. 5) An assessment game to review making inferences about characters. The goal is for students to determine implicit ideas and draw conclusions beyond what is directly stated in a text.
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Information and Communication Technology in Education
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
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【网址🎉ac44.net🎉】欧洲杯下注在体育博彩方面，不难发现，欧洲杯下注多为英式运动提供投注。欧洲杯下注为丰富多彩的体育项目提供投注，如足球、赛马、板球和飞镖，但这不是欧洲杯下注的唯一优势。在欧洲杯下注，全世界玩家都可以找到自己感兴趣的比赛进行投注。欧洲杯下注为网球和美式运动如棒球、美式足球、篮球、冰球开出的投注同样值得关注。在夏季或冬季奥运会方面，欧洲杯下注为玩家开出了丰富多彩的服务，是你的不二之选。你还可以投注水球、自行车和班迪球等小众体育项目，甚至可以为武术、拳击和综合格斗投注。欧洲杯下注为众多体育项目开出滚球投注。
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Contiguity Of Various Message Forms - Rupam Chandra.pptx
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The document discuss about the hospitals and it's organization .
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
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- 2. What are the most important ideas or events? What does the author want you to remember or learn from this? What is the most important information in this passage? What was this passage mostly about? In your own words… Summarizer Student Name:
- 3. Is there anything that you did not understand? Is there anything that did not make sense? What were you thinking about as you were reading? Has anything like this ever happened to you? Have you ever known anyone like this character? What are you curious about? Questioner Student Name:
- 4. Was there a word you weren’t sure about? What is it? What page is it on? What can we predict it means? How can we check it? Were there any ideas that were confusing to you or that you don’t understand? What strategies can we use to figure this out? Clarifier Student Name:
- 5. Based on what you’ve read and what you know, what do you think will happen next? What clues helped you to think about what will happen next? Is your prediction logical? Predictor Student Name:
- 6. Presentation Adapted from this Reading Rockets Handout