The document discusses how flour and fat are manipulated in cookie recipes to produce tender, rich textures. It explains that flour forms a gluten mesh framework when moistened and mixed, but holiday cookies often require a delicate framework with minimized gluten development. Recipes use pastry flour, cake flour, or mixtures with non-gluten flours to keep the dough tender. Fat also interrupts gluten formation and makes cookies tender, while carrying flavors. Carefully reading recipes indicates which ingredients build structure and which tenderize.
This document discusses different organizational patterns used in informational texts. It identifies five main patterns: description, chronological, cause and effect, compare/contrast, and problem/solution. For each pattern, it provides key words authors use and examples to illustrate how each pattern structures information for readers. It emphasizes that authors choose patterns to develop their point of view and make ideas clear for readers, while readers use clues like patterns to support their interpretation of texts.
The document provides information about different text structures used in writing. It discusses chronological order, compare and contrast, cause and effect, problem and solution, and description text structures. For each structure, it provides examples from paragraphs and identifies clue words that indicate the specific structure being used.
Understanding text structures is an important reading skill because it aids comprehension of informational texts. Get middle school students started the process of understanding and analyzing Text Structures and Organizations with this engaging PowerPoint presentation. Presentation addresses the five most common structures: : description, chronological, cause/effect, compare/contrast, and problem/solution. Examples and teacher instructions are included. Aligned to Common Core ELA-Literacy Standards: RI.6.1, 7.1, 8.1; 5.11C; 6.10C; 7.10C; 8.10C.
This document discusses different types of context clues that can help determine the meaning of unknown words:
1. Definition clues directly define the word or use a synonym.
2. Synonym clues provide words with the same meaning.
3. Contrast/antonym clues use opposite words or contrasting ideas.
4. Example clues give specific instances of the concept.
5. Inference clues require using prior knowledge and reasoning to understand the meaning. Context clues alone may not provide a complete definition and sometimes the passage contains no clues.
The document outlines the structure of an argumentative essay, including an introductory paragraph with a thesis statement, 2 or more developmental paragraphs with topic sentences supporting the thesis, and a concluding paragraph. Each developmental paragraph presents supporting ideas with details like facts, examples, or descriptions. The concluding paragraph restates the thesis and topic sentences, offers a final thought, and wraps up the essay.
The document discusses reading skills of skimming and scanning for the primary school English language curriculum in Malaysia. It defines skimming as getting the main idea and general overview without details, while scanning is locating a specific fact or information. It provides techniques for each, such as reading the title and first paragraph for skimming and analyzing organization before scanning for a specific word. The document also suggests implementing these skills in the classroom through races and individual practice.
The document discusses different techniques for inferring the meaning of unknown words from context clues. It identifies 4 main types of context clues: synonyms, examples, antonyms, and general knowledge. Each type is explained and examples are provided from texts. Context clues are important reading skills that allow readers to understand unfamiliar words based on surrounding vocabulary rather than relying on a dictionary. Mastering these skills helps with reading comprehension.
There are five main types of expository texts: sequence or time order, listing, compare and contrast, cause and effect, and problem-solution. Sequence or time order presents events in chronological order. Listing explains features of an object or event. Compare and contrast discusses similarities and differences. Cause and effect outlines reasons for events and their effects. Problem-solution discusses a problem and suggests possible solutions.
This document discusses different organizational patterns used in informational texts. It identifies five main patterns: description, chronological, cause and effect, compare/contrast, and problem/solution. For each pattern, it provides key words authors use and examples to illustrate how each pattern structures information for readers. It emphasizes that authors choose patterns to develop their point of view and make ideas clear for readers, while readers use clues like patterns to support their interpretation of texts.
The document provides information about different text structures used in writing. It discusses chronological order, compare and contrast, cause and effect, problem and solution, and description text structures. For each structure, it provides examples from paragraphs and identifies clue words that indicate the specific structure being used.
Understanding text structures is an important reading skill because it aids comprehension of informational texts. Get middle school students started the process of understanding and analyzing Text Structures and Organizations with this engaging PowerPoint presentation. Presentation addresses the five most common structures: : description, chronological, cause/effect, compare/contrast, and problem/solution. Examples and teacher instructions are included. Aligned to Common Core ELA-Literacy Standards: RI.6.1, 7.1, 8.1; 5.11C; 6.10C; 7.10C; 8.10C.
This document discusses different types of context clues that can help determine the meaning of unknown words:
1. Definition clues directly define the word or use a synonym.
2. Synonym clues provide words with the same meaning.
3. Contrast/antonym clues use opposite words or contrasting ideas.
4. Example clues give specific instances of the concept.
5. Inference clues require using prior knowledge and reasoning to understand the meaning. Context clues alone may not provide a complete definition and sometimes the passage contains no clues.
The document outlines the structure of an argumentative essay, including an introductory paragraph with a thesis statement, 2 or more developmental paragraphs with topic sentences supporting the thesis, and a concluding paragraph. Each developmental paragraph presents supporting ideas with details like facts, examples, or descriptions. The concluding paragraph restates the thesis and topic sentences, offers a final thought, and wraps up the essay.
The document discusses reading skills of skimming and scanning for the primary school English language curriculum in Malaysia. It defines skimming as getting the main idea and general overview without details, while scanning is locating a specific fact or information. It provides techniques for each, such as reading the title and first paragraph for skimming and analyzing organization before scanning for a specific word. The document also suggests implementing these skills in the classroom through races and individual practice.
The document discusses different techniques for inferring the meaning of unknown words from context clues. It identifies 4 main types of context clues: synonyms, examples, antonyms, and general knowledge. Each type is explained and examples are provided from texts. Context clues are important reading skills that allow readers to understand unfamiliar words based on surrounding vocabulary rather than relying on a dictionary. Mastering these skills helps with reading comprehension.
There are five main types of expository texts: sequence or time order, listing, compare and contrast, cause and effect, and problem-solution. Sequence or time order presents events in chronological order. Listing explains features of an object or event. Compare and contrast discusses similarities and differences. Cause and effect outlines reasons for events and their effects. Problem-solution discusses a problem and suggests possible solutions.
This document provides information about different types of paragraphs and how to write them effectively. It discusses descriptive, opinion, and process paragraphs. For each type, it outlines the key components and offers guidelines. Descriptive paragraphs explain how something looks, feels, etc. Opinion paragraphs state the writer's opinion on a topic and back it up with facts. Process paragraphs explain how to do something by breaking it into a series of steps. The document also covers other topics like using adjectives, facts vs opinions, and transition words to connect ideas between sentences and paragraphs.
The document discusses different patterns of text organization, including cause and effect, compare and contrast, problem and solution, sequential, and description. It provides examples of each pattern and tips for identifying them. Readers are asked to read passages and determine the pattern of organization used in each one. The patterns are then defined to help with identification.
This document provides information and examples about writing a factual essay. It explains that a factual essay asks "what", "how", and "why" questions about a topic to explain facts rather than telling a story. It lists some common factual essay topics related to health, environment, transportation, and technology. Keywords used in factual essays are also identified, such as "way", "benefit", and "importance". The document outlines the typical structure of a factual essay, including an introductory paragraph with a hook and thesis statement, 3-5 body paragraphs with supporting details and a concluding sentence, and a conclusion paragraph. It also lists connectors commonly used to link different parts of a factual essay together.
Identifying Topics, Main Ideas, and Supporting DetailsMichele Alvarez
The document provides guidance on identifying the key elements of paragraphs, including the topic, main idea, and supporting details. It explains that the topic is the general subject, the main idea is the most important point, and details support the main idea. Readers are advised to underline the topic sentence that states the main idea and ask themselves questions to identify the topic of each paragraph. Identifying these elements is important for fully comprehending the writer's message.
This document describes expository or informational text structure and signal words that help identify different structures. It explains that informational text is organized by topic and details to engage readers with real world topics. Key structures are sequential, compare/contrast, concept/definition, cause/effect, and problem/solution. Signal words indicate order, similarities and differences, descriptions, reasons for events, and problems with solutions. Understanding structure helps readers comprehend, build knowledge, and recall information from texts.
Here are some examples of text features from an article and how they help understanding:
- Table of Contents: Lists the major sections and page numbers. Helps locate specific information.
- Headings: "Types of Volcanoes" tells what that section is about. Focuses reading.
- Bold words: "Magma" is bolded. Draws attention to define this key term.
- Captions: Explains a photo of an erupting volcano. Provides context for visual.
- Sidebar: Has interesting facts about volcanoes. Provides extra details to enhance understanding.
- Diagram: Shows volcano structure. Visualizes concepts discussed which aids comprehension.
- Glossary
This document discusses the elements and structure of a narrative essay. A narrative essay tells a story using elements like setting, characters, plot, theme, and mood. It should include an introduction with a hook and thesis to set up the story, a body organized chronologically with transitional sentences connecting events, and a conclusion that finishes the story and provides a lesson or revelation. An effective narrative essay incorporates these story elements and structural components to engage the reader.
Cause and effect is a relationship between things, situations or events that indicates one is the reason for the other. Cause and effect can be identified in texts through signal words and phrases, including synonyms for "cause" and "effect", conjunctions, transitional words and phrases, words referring to examples of causes and effects, and words referring to time and sequence.
The document provides guidance on writing explanation texts, outlining key language features like using the present tense and causal language, organizational structures involving logical steps and diagrams, and examples of explanation text types for science experiments, articles, manuals, and encyclopedia entries. It also includes planning frames and examples to help write explanations of processes like how a tsunami occurs and a plant's lifecycle.
This document discusses different text structures that authors use to organize information in writing. It covers chronological order, compare and contrast, problem and solution, and description structures. Chronological order uses transition words like first, next, and then to sequence events in time. Compare and contrast looks at similarities with words like both, and differences with words like but. Problem and solution explains an issue and possible resolutions. Description paints a picture with details. Understanding these structures helps readers follow an author's intended meaning.
Text and Graphic features for Nonfiction Textkasteeneharris
Here are some examples of text features from an article and how they help understanding:
Table of Contents: Lists the main sections - "Introduction", "History of Computers", "Types of Computers". This helps me navigate the article and see what topics will be covered.
Subheadings: Within the "History of Computers" section, subheadings like "Early Computers" and "Personal Computers" separate the time periods discussed. This helps me understand how computers evolved over time.
Photograph: Shows an early mainframe computer from the 1950s. This helps me visualize what early computers looked like.
Caption: Explains that the photo shows an UNIVAC 1 computer. This provides specific details about the
Explicit questions have clear, obvious answers directly stated in the text and usually start with who, what, where, and when. Implicit questions require inferring answers that are not directly stated and usually start with why or how, forcing the reader to think deeply and search the text for implied meanings and interpretations.
This document discusses text features that are commonly found in informational texts and textbooks. Text features include headings, boldfaced terms, tables of contents, glossaries, indexes, maps, photos, illustrations, captions, timelines, and previews. These features are designed to help readers understand the information presented by highlighting important ideas, terms, and concepts; showing visual representations of data; and providing navigational tools to locate specific information. Understanding how to use text features such as these can help readers comprehend informational texts more thoroughly and efficiently.
The setting of a story refers to the time and place in which the story takes place. It helps establish the mood and atmosphere of the story and affects the characters and their actions. Common settings include locations, time periods, and environments such as oceans, forests, houses, small towns, deserts, schools, outer space, and more.
This document discusses an author's purpose for writing and identifies the four main purposes: to entertain, to inform, to persuade, and to describe. It provides examples of text types that serve each purpose and explains that readers can determine an author's purpose by examining clues within the text, such as the type of information presented and whether the author aims to educate, convince, depict a location, or tell a story. Determining an author's purpose is an important reading comprehension skill.
This document defines and explains key literary elements used to analyze stories, including:
- Title - Focuses the reader's attention or hints at the author's purpose
- Theme - The main idea or message of the story
- Setting - When and where the story takes place
- Plot - The sequence of events including an exposition, rising action, climax, falling action, and resolution
- Characters - People in the story including main and minor characters as well as protagonists and antagonists
- Conflict - The central problem or struggle in the story which can be internal or external.
The document discusses the four main purposes of author's writing: to entertain, persuade, express, and inform/explain. It provides examples and characteristics of each purpose. Writing to entertain uses stories or poems to humor readers and contains few facts. Persuasive writing aims to convince readers to think a certain way by presenting one side of an issue using facts and opinions. Informative writing provides facts about a topic without opinions. Expressive writing shares the author's feelings without trying to influence others. When analyzing an author's purpose, consider the facts, opinions, intended audience, and topic.
This document discusses the key differences between poetry, prose, and drama. It provides the purposes, features, and forms of each. Poetry is meant to entertain, describe, inform, and persuade. It uses techniques like rhyme and is intended to be read aloud. Prose uses paragraphs and can be fiction or nonfiction, using techniques like headings. Its purposes are to inform, entertain, persuade and describe. Drama is meant to inform, persuade and entertain through techniques like staging directions, characters, and scripts. It is written to be performed.
The document outlines 5th grade social studies standards and indicators related to understanding the Cold War era in the United States, including summarizing the impact of post-World War II cultural and economic changes, explaining the course of the Cold War with the Soviet Union, and analyzing political alliances of the time period like NATO and the UN. It provides examples to help teach students about these concepts from the 1940s-1950s like changes in technology, media, jobs, and international conflicts and policies.
This document provides information about different types of paragraphs and how to write them effectively. It discusses descriptive, opinion, and process paragraphs. For each type, it outlines the key components and offers guidelines. Descriptive paragraphs explain how something looks, feels, etc. Opinion paragraphs state the writer's opinion on a topic and back it up with facts. Process paragraphs explain how to do something by breaking it into a series of steps. The document also covers other topics like using adjectives, facts vs opinions, and transition words to connect ideas between sentences and paragraphs.
The document discusses different patterns of text organization, including cause and effect, compare and contrast, problem and solution, sequential, and description. It provides examples of each pattern and tips for identifying them. Readers are asked to read passages and determine the pattern of organization used in each one. The patterns are then defined to help with identification.
This document provides information and examples about writing a factual essay. It explains that a factual essay asks "what", "how", and "why" questions about a topic to explain facts rather than telling a story. It lists some common factual essay topics related to health, environment, transportation, and technology. Keywords used in factual essays are also identified, such as "way", "benefit", and "importance". The document outlines the typical structure of a factual essay, including an introductory paragraph with a hook and thesis statement, 3-5 body paragraphs with supporting details and a concluding sentence, and a conclusion paragraph. It also lists connectors commonly used to link different parts of a factual essay together.
Identifying Topics, Main Ideas, and Supporting DetailsMichele Alvarez
The document provides guidance on identifying the key elements of paragraphs, including the topic, main idea, and supporting details. It explains that the topic is the general subject, the main idea is the most important point, and details support the main idea. Readers are advised to underline the topic sentence that states the main idea and ask themselves questions to identify the topic of each paragraph. Identifying these elements is important for fully comprehending the writer's message.
This document describes expository or informational text structure and signal words that help identify different structures. It explains that informational text is organized by topic and details to engage readers with real world topics. Key structures are sequential, compare/contrast, concept/definition, cause/effect, and problem/solution. Signal words indicate order, similarities and differences, descriptions, reasons for events, and problems with solutions. Understanding structure helps readers comprehend, build knowledge, and recall information from texts.
Here are some examples of text features from an article and how they help understanding:
- Table of Contents: Lists the major sections and page numbers. Helps locate specific information.
- Headings: "Types of Volcanoes" tells what that section is about. Focuses reading.
- Bold words: "Magma" is bolded. Draws attention to define this key term.
- Captions: Explains a photo of an erupting volcano. Provides context for visual.
- Sidebar: Has interesting facts about volcanoes. Provides extra details to enhance understanding.
- Diagram: Shows volcano structure. Visualizes concepts discussed which aids comprehension.
- Glossary
This document discusses the elements and structure of a narrative essay. A narrative essay tells a story using elements like setting, characters, plot, theme, and mood. It should include an introduction with a hook and thesis to set up the story, a body organized chronologically with transitional sentences connecting events, and a conclusion that finishes the story and provides a lesson or revelation. An effective narrative essay incorporates these story elements and structural components to engage the reader.
Cause and effect is a relationship between things, situations or events that indicates one is the reason for the other. Cause and effect can be identified in texts through signal words and phrases, including synonyms for "cause" and "effect", conjunctions, transitional words and phrases, words referring to examples of causes and effects, and words referring to time and sequence.
The document provides guidance on writing explanation texts, outlining key language features like using the present tense and causal language, organizational structures involving logical steps and diagrams, and examples of explanation text types for science experiments, articles, manuals, and encyclopedia entries. It also includes planning frames and examples to help write explanations of processes like how a tsunami occurs and a plant's lifecycle.
This document discusses different text structures that authors use to organize information in writing. It covers chronological order, compare and contrast, problem and solution, and description structures. Chronological order uses transition words like first, next, and then to sequence events in time. Compare and contrast looks at similarities with words like both, and differences with words like but. Problem and solution explains an issue and possible resolutions. Description paints a picture with details. Understanding these structures helps readers follow an author's intended meaning.
Text and Graphic features for Nonfiction Textkasteeneharris
Here are some examples of text features from an article and how they help understanding:
Table of Contents: Lists the main sections - "Introduction", "History of Computers", "Types of Computers". This helps me navigate the article and see what topics will be covered.
Subheadings: Within the "History of Computers" section, subheadings like "Early Computers" and "Personal Computers" separate the time periods discussed. This helps me understand how computers evolved over time.
Photograph: Shows an early mainframe computer from the 1950s. This helps me visualize what early computers looked like.
Caption: Explains that the photo shows an UNIVAC 1 computer. This provides specific details about the
Explicit questions have clear, obvious answers directly stated in the text and usually start with who, what, where, and when. Implicit questions require inferring answers that are not directly stated and usually start with why or how, forcing the reader to think deeply and search the text for implied meanings and interpretations.
This document discusses text features that are commonly found in informational texts and textbooks. Text features include headings, boldfaced terms, tables of contents, glossaries, indexes, maps, photos, illustrations, captions, timelines, and previews. These features are designed to help readers understand the information presented by highlighting important ideas, terms, and concepts; showing visual representations of data; and providing navigational tools to locate specific information. Understanding how to use text features such as these can help readers comprehend informational texts more thoroughly and efficiently.
The setting of a story refers to the time and place in which the story takes place. It helps establish the mood and atmosphere of the story and affects the characters and their actions. Common settings include locations, time periods, and environments such as oceans, forests, houses, small towns, deserts, schools, outer space, and more.
This document discusses an author's purpose for writing and identifies the four main purposes: to entertain, to inform, to persuade, and to describe. It provides examples of text types that serve each purpose and explains that readers can determine an author's purpose by examining clues within the text, such as the type of information presented and whether the author aims to educate, convince, depict a location, or tell a story. Determining an author's purpose is an important reading comprehension skill.
This document defines and explains key literary elements used to analyze stories, including:
- Title - Focuses the reader's attention or hints at the author's purpose
- Theme - The main idea or message of the story
- Setting - When and where the story takes place
- Plot - The sequence of events including an exposition, rising action, climax, falling action, and resolution
- Characters - People in the story including main and minor characters as well as protagonists and antagonists
- Conflict - The central problem or struggle in the story which can be internal or external.
The document discusses the four main purposes of author's writing: to entertain, persuade, express, and inform/explain. It provides examples and characteristics of each purpose. Writing to entertain uses stories or poems to humor readers and contains few facts. Persuasive writing aims to convince readers to think a certain way by presenting one side of an issue using facts and opinions. Informative writing provides facts about a topic without opinions. Expressive writing shares the author's feelings without trying to influence others. When analyzing an author's purpose, consider the facts, opinions, intended audience, and topic.
This document discusses the key differences between poetry, prose, and drama. It provides the purposes, features, and forms of each. Poetry is meant to entertain, describe, inform, and persuade. It uses techniques like rhyme and is intended to be read aloud. Prose uses paragraphs and can be fiction or nonfiction, using techniques like headings. Its purposes are to inform, entertain, persuade and describe. Drama is meant to inform, persuade and entertain through techniques like staging directions, characters, and scripts. It is written to be performed.
The document outlines 5th grade social studies standards and indicators related to understanding the Cold War era in the United States, including summarizing the impact of post-World War II cultural and economic changes, explaining the course of the Cold War with the Soviet Union, and analyzing political alliances of the time period like NATO and the UN. It provides examples to help teach students about these concepts from the 1940s-1950s like changes in technology, media, jobs, and international conflicts and policies.
Fossils provide information about prehistoric life. They form when organisms are quickly buried and replaced with minerals over time. Fossils include hardened remains, like bones and shells, and traces of organisms, such as footprints. Scientists can use fossils to learn about ancient environments, climates, and the timeline of life on Earth.
This document provides guidance for analyzing an unseen poem using the PEAL framework. It outlines the requirements for band 4, 5, and 6 analysis. Band 6 requires close analysis of the writer's use of language and structure and their effects on the reader. The student is given targets to evaluate language use and explore ideas and themes in more depth. Suggested sentence starters are provided to help develop analysis of the poem's meaning, narrative, themes, and language devices.
OPEC (Organization of Petroleum Exporting Countries ) Asit Dholakia
OPEC is an intergovernmental organization of 12 oil-producing countries that coordinates and unifies the petroleum policies of its member countries. It seeks to ensure stable oil prices and a steady supply of oil to consumers. Some of its key objectives are stabilizing oil prices to eliminate harmful fluctuations, overseeing an efficient supply of oil, and ensuring a fair return for investors in the petroleum industry. The organization influences global oil prices and works to balance supply and demand in international markets.
The Organization of Petroleum Exporting Countries (OPEC) is an intergovernmental organization consisting of 12 oil producing countries. It was founded in 1960 in Baghdad by 5 countries and aims to coordinate and unify petroleum policies among member countries. Key objectives include stabilizing oil prices and ensuring a steady supply of oil to consuming countries. OPEC faces challenges in enforcing production quotas and preventing price cheating among its members.
Discourse and Genre (the relationship between discourse and genre) Aticka Dewi
We provide some questions to make the discussion clearer
1. What is discourse?
Discourse is the use of language in text and context
2. What is genre?
Genre in linguistics refers to the type and structure of language typically used for a particular purpose in a particular context.
3. What is relationship between discourse and genre?
Discourse analysis is genre analysis. When we analyze discourses, of course we will specify them into more specific types from the characteristics of each discourse. For exampleThe specific type of discourses is called as genre.
4. Why should we use genre to analyze discourse?
Discourse is language in use. It is huge and almost unlimited. So, when we want to analyze discourses, we need a limitation to limit the unlimited things. Here, we use an analogy for this statement. (slide 11,12)
Genre provides limit in discourse.
That is why genre is used to help us divining and analyzing the discourses.
5. How do we analyze discourse through genre?
Example: text “Forklift fatty Improving”.
----------
The text is taken from the newspaper report. As we see in the language features and structures, we can divine it into recount text. It is non fiction, because it is based on real event. And it is written. So, we can say that this discourse has written non-fiction recount genre.
But, we cannot make sure that a type of discourse always has the same characteristics, because discourse is neither absolutely homogenous nor absolutely heterogeneous. Discourse is sometimes heterogeneous. Here, we provide two videos which have the same genre, but quite different in terms of language features and structures.
---------VIDEO
From the videos, we can feel that the first and the second videos are quite different. The structure in the first video is introduction (addressing, personal value), content (some important issues, e.g: financial issues, goals of America, ), closing (hope for American future, blessing). The language features used in the first video is more formal, present tense. The atmosphere created is formal.
From the second video, the structure is introduction (personal value without addressing), content (some goals), closing (. The language features used in the video is mixing, unclear and needs more understanding. The atmosphere created is a bit humorous.
Although they have different characteristics, they have the same genre in term of purpose, that is political genre.
From those videos, we can conclude that we cannot stick to an idea that a genre of discourse always has the same characteristics. AGAIN, discourse is neither absolutely homogenous nor absolutely heterogeneous.
An information report presents factual information about a subject in an objective manner. It aims to classify and describe the subject's parts, behaviors, and qualities. An information report includes an introductory statement about the subject followed by paragraphs providing details about various features of the subject. It uses technical language, general nouns, and present tense verbs.
The document discusses different types of texts and their defining features. It describes five main text types: narrative, descriptive, instructional, argumentative, and expository. For each text type, it provides examples and discusses common grammatical features that characterize each type, such as the use of tense, pronouns, conjunctions, and other language elements.
This document provides guidance for a student assignment to produce two pieces of writing on the same theme but using different text types. It includes examples of short story and play script text types, and suggests travel writing and first chapter of a novel as additional types. The document outlines tasks for selecting a theme, writing statements of intent, developing multiple drafts, and submitting two final pieces for assessment based on coherence, idea development, and fluency. Suggested criteria for different achievement levels including convincing writing at Merit and attention-commanding writing at Excellence.
This document provides an introduction to literature in English, covering key topics such as the definition of literature, importance of literature, kinds of literature (fiction and non-fiction), and elements of fiction such as setting, plot, characters, theme, style and language. It defines literature as written works valued as artworks, especially novels, plays and poems. The importance of literature is that it improves language skills, provides information about other cultures, and entertains readers.
This document discusses the key differences between poetry, prose, and drama. Poetry is written in lines and stanzas, using devices like rhyme and alliteration. It is intended to be read aloud. Prose uses paragraphs and can be fiction or nonfiction, using elements like dialogue, headings, and graphics. Drama is written as a script to be performed, including staging directions, character lists, and directions for costumes and setting. Each form has distinguishing features in their text and intended purpose.
Introduction to Literature (Poetry, Drama, Prose)Dian Fadhilawati
This document defines and discusses different genres of literature including prose, poetry, and drama. It provides definitions of prose as ordinary written language, poetry as language written with rhythm and imagery, and drama as a story meant to be performed. The document also outlines different types of poetry such as concrete poems, narrative poems, and lyric poems. It discusses elements of stories like setting, characters, and plot. Finally, it provides examples of fiction and non-fiction genres.
The document discusses the FLIRT acronym and what each letter stands for in reading a text. It explains that FLIRT stands for Find the form, Look at text features, Identify connections, Reveal the purpose, and Transfer to organizer. It describes what each step of FLIRT means and how it helps a reader understand and organize a text.
The document provides several reading strategies for understanding and success:
1. Know the author's point of view to better understand the intended message.
2. Understand the context of what is being read to comprehend vocabulary, people, settings, etc.
3. Write thoughts directly on the text to actively engage rather than passive reading.
4. Read summaries and key terms first to prepare the brain for what will be read.
The document discusses 13 different types of texts, including descriptive, narrative, and argumentative texts. It provides definitions and examples of descriptive, report, and procedural texts. Descriptive texts describe people, places, or things in detail. Report texts present general information about a topic by identifying and classifying it. Procedural texts help readers complete a task by outlining the goal, materials, and steps. The document examines the purpose, structure, and language features of these three text types.
This document provides guidance on writing effective paragraphs. It defines a paragraph as a group of sentences that develops one main idea introduced in the topic sentence. The topic sentence should not be too general or specific. Supporting sentences give details and facts to develop the main idea. When writing, ask questions and use techniques like facts, examples, descriptions and personal experiences. The document provides examples of paragraphs and gives tips for writing such as exploring ideas, organizing facts, and editing for style, grammar and coherence.
This document provides guidance on writing effective paragraphs. It defines a paragraph as a group of sentences that develops one main idea. The topic sentence is the first sentence and introduces the main idea. A topic sentence has two parts: the topic and controlling idea. Supporting sentences give details and examples to develop the main idea. When writing, one should ask questions, use facts, explanations, stories, experiences, statistics or descriptions. The document provides examples of paragraphs and tips for writing such as exploring ideas, organizing with an outline, and editing for style, grammar and spelling.
This document provides guidance on how to write an effective paragraph. It explains that a paragraph should have one main idea introduced in the topic sentence. Supporting sentences then provide details and examples to develop and support the main idea. When writing, one should ask questions to generate ideas and collect relevant facts to include as supporting evidence. The conclusion should tie back to the main point. Proper organization, grammar, and spelling are also important to ensure the paragraph is cohesive and easy to understand.
8 Tips On How To Write A Perfect Essay Like A BossMonica Franklin
The document discusses the history of healthcare in the United States. It notes that during the Great Depression, unemployment insurance and old age benefits became a higher priority. The Social Security Act was passed at this time but excluded health insurance. President Truman later proposed a national healthcare plan for all Americans, but it was rejected due to claims it was a "communist plot." Healthcare spending in the US reached 4.5% of GDP by the 1950s, with a private insurance system for those who could afford it and welfare for the needy.
The document provides information on writing explanation texts, including their purpose, structure, style, and examples. Explanation texts are used to explain how or why something happens through a general statement, series of explaining statements using cause and effect, and a conclusion. Connectives are used to order the explanations and examples of explanation texts are provided on topics like why animals hibernate and how food is digested.
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The document discusses the unethical actions of Ford Motor Company regarding the Ford Pinto vehicle in the 1970s. It notes that Ford rushed development of the Pinto in only 25 months instead of the average 43 months, skipping important safety testing of the rear end and gas tank. Ford was aware the gas tank could not withstand a 20 mph collision but still released the vehicle. The document argues this was a major failure in quality control and project management that put lives at risk, demonstrating unethical behavior by a large automaker responsible for passenger safety.
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This document provides guidance and tips for writing an in-class essay exam, including managing time, preparing through prewriting techniques like clustering, understanding common essay prompt terms, and using quotes to analyze a text-based story prompt. Students are advised to create a schedule, relax before the exam, get enough sleep, and eat breakfast to manage their limited time effectively. Prewriting is recommended to organize thoughts before writing begins.
Qualities Of Best Essay Writing C. Online assignment writing service.Karen Harkavy
This document discusses foreign direct investment and its relationship to economic growth in India. It begins by defining foreign direct investment as investment of a country's domestic assets into foreign structures, equipment and organizations, excluding stock markets. The key points made include:
- FDI reflects an investor obtaining a lasting interest in a foreign enterprise.
- For FDI, there must be a long-term relationship between the investor and enterprise and significant influence over the enterprise's management.
- FDI involves both initial transactions between the investor and enterprise, as well as subsequent transactions.
- The document presents a conceptual framework for analyzing the relationship between FDI and economic growth in India.
Adventures Unlimited can be viewed as managing many individual projects, with each tour representing a unique project. A tour has a defined scope, timeline, and goals, making it a project. Project management principles around planning, execution, and closure can help Adventures Unlimited effectively organize and complete each tour. Key aspects include defining objectives, creating schedules and budgets, allocating resources, and managing risks to deliver tours on time and within budget. Project management provides a useful framework for Adventures Unlimited's operations.
ENGLISH 5 PPT Q3 W9 Day 1-5 - Identifying Point of View, Proper Expressions, ...LYNDONBADILLO
This document discusses identifying the point of view in stories. It begins by explaining that today's lesson will focus on identifying the point of view. It then provides an example story about magnets and asks students to listen carefully and identify the importance of what they heard. Finally, it explains that another story will be played and students will need to identify the point of view expressed in that story. The document provides guidance on how to analyze stories and identify their point of view.
The document provides instructions for cleaning a muzzleloader gun in 5 steps. It first advises creating an account and providing login credentials. It then describes completing a form with assignment details, sources, and deadline to request a paper be written. Writers will bid on the request, and the client chooses a writer based on qualifications, history, and feedback. After receiving the paper, clients can request revisions to ensure satisfaction before finalizing payment. The service aims to provide original, high-quality content with refunds offered if papers are plagiarized.
This document discusses the classification of beer. It begins by noting that beer is an alcoholic beverage produced through fermentation. Beer comes in many styles that can be classified based on factors like origin and characteristics. The main styles discussed are pilsner, bock, helles, dunkel, and Oktoberfest beers. The document also provides some background on the origins and production methods of lager beers.
The document provides instructions for creating an account and submitting an assignment request on the HelpWriting.net website. It outlines a 5-step process: 1) create an account with an email and password, 2) complete a form with assignment details and attach samples, 3) choose a bid from qualified writers, 4) review the completed paper and authorize payment, 5) request revisions to ensure satisfaction and receive a refund for plagiarized work. The purpose is to guide users through obtaining writing help and assignment services from HelpWriting.net.
This document provides information about different text structures used in academic writing. It defines and provides examples of six common text structures: compare/contrast, cause and effect, sequence, descriptive, problem/solution, and question-answer. Key clue words are also identified for each structure. The document concludes with an assessment task that requires using different text structures to create a video blog on a chosen topic.
This document provides instructions for creating a Google website in 3 steps:
1. Log into Google, go to Drive, select "Sites", and click "Create Website" to name and set up the new website.
2. Create 5 pages on the website and label them to outline topics about using a library.
3. Add content, images, videos and links to each page, then test and refine the website by having others review it. Tips are provided for formatting, editing, and getting feedback.
This document provides examples of how QR codes can be used in education across various content areas and activities. It includes examples such as linking QR codes to videos about QR codes, using them for personalized learning by allowing students to choose their own path, tracking student access, providing station directions, linking to book trailers and library resources, homework assignments, scavenger hunts, and a comedic student play. Step-by-step directions are also provided for creating QR codes and customizing them.
Is poetry instruction still relevant in a time when we are preparing students for high-stakes testing in school while we read and write on cell phones, iPads, and laptops out of school? According to this study, the answer is, “Yes.” Digital poetry bridges new literacy skills with traditional poetry instruction in a collaborative environment. Any opportunities educators can build a bridge between out of school and in school literacies could increase student motivation and engagement to learn. I am confident that the affordances of digital poetry instruction can provide the collaborative digital environment students’ desire while meeting the academic demands of the CCSS.
The document discusses the importance of vocabulary for students' academic success. It states that students with larger vocabularies can understand new ideas and concepts more quickly than those with limited vocabularies. Research shows a strong correlation between word knowledge and reading comprehension, so inadequate vocabulary growth will negatively impact reading ability. The document calls for more vocabulary instruction at all grade levels and notes students should add an average of 2,000-3,000 new words per year to their reading vocabularies. It provides some keys to effective vocabulary instruction such as developing a love of language, reading extensively, and teaching individual words and word learning strategies.
The document does not contain any substantial information to summarize. It appears to be a title "More High Impact Methods" but there is no further text or content provided.
This document discusses strategies for teaching students to comprehend informational texts, as required by the Common Core State Standards. It emphasizes increasing students' exposure to informational texts and teaching them text structures, such as compare/contrast, and elements, like author's purpose and main ideas. High impact methods are recommended, like explicit instruction, building vocabulary, and having students summarize within and between texts. Graphic organizers can help students learn about content topics. The overall goal is to help students develop familiarity and skill with informational texts.
This document provides an overview of a professional development session on using reading comprehension strategies to plan effective lessons. The objectives are to deepen understanding of the reading process stages of before, during, and after reading and to learn how to support all levels of readers. Strategies are presented for each reading stage, including activating prior knowledge, monitoring comprehension during reading, and summarizing and discussing after reading. Sample lessons demonstrate how to incorporate strategies into a comprehensive lesson plan using a literacy planning menu.
This document provides a menu of literacy lesson planning strategies that can be used before, during, and after reading. The pre-reading strategies activate prior knowledge and build vocabulary. During reading strategies support comprehension through connections, questioning, and graphic organizers. Post-reading strategies have students summarize, extend their learning, and make long-term memories of the text.
This document discusses using mentor texts to teach writing. Mentor texts act as coaches and partners for students and teachers to bring joy to writing. They help students envision the type of writer they can become and help teachers advance students' overall writing skills rather than just individual pieces. Writers can imitate mentor texts and find new ways to develop their own writing.
This document summarizes a presentation on using mentor texts in writing instruction. It defines mentor texts as pieces of literature that can be returned to and imitated for various purposes. It provides examples of using picture books as mentor texts and discusses how specific techniques from mentor texts, such as adjective placement, hyphenated adjectives, repetition, and sentence structure, can be taught and modeled for students. The document also includes examples of shared and guided writing lessons that incorporate mentor text techniques.
This document provides an overview of co-teaching models presented by Heather Lane and Sara Staub to teachers in the South Western School District. It defines co-teaching as two or more teachers sharing instructional responsibilities in a classroom. Four common co-teaching models are described: supportive, parallel, complementary, and team teaching. Teachers participated in a jigsaw activity to learn about each model. establishing cooperative co-teaching requires face-to-face interaction, interdependence, interpersonal skills, monitoring, and accountability. The document outlines advantages of co-teaching for general education teachers, special education teachers, and students.
The document describes the Word Walk strategy for teaching vocabulary to young children during shared storybook reading. The strategy involves introducing, practicing, and reviewing a targeted vocabulary word before, during, and after reading. Teachers first introduce a word with a picture or prop, define it, and have children repeat it. During reading, the teacher pauses when the word is encountered and provides another definition. After reading, the word is reinforced through repetition, revisiting its use in the story, and discussing other examples. The strategy provides structured guidance for implementing robust vocabulary instruction within shared storybook reading.
This document discusses the role of technology in literacy education. It notes that while schools now have varying levels of technology integration, from one computer per classroom to a laptop for every student, technology literacy is increasingly important. It argues that modern literacies involve multiple modes beyond just printed text, and that schools need to incorporate new technologies to remain relevant for students whose lives involve digital literacy practices at home. However, it also notes the value of traditional print materials and balanced use of technology and books in classrooms. The focus should be on using a variety of materials to engage students and enhance their learning.
The document discusses how teachers can use Boardmaker software to create visual supports for struggling learners, such as English Language Learners, students with disabilities, and emergent readers, in order to strengthen literacy programs and engagement through tools like communication boards, adapted books, and picture-word matching activities. Boardmaker allows teachers to pair words with pictures at different font sizes and reads text aloud, providing an accessible way to teach literacy skills. The presentation then demonstrates how to access and utilize templates and activities within Boardmaker.
The document outlines a literacy program for Shallow Brook Intermediate School that focuses on implementing the Common Core standards through a coherent curriculum using effective lesson plans emphasizing purposeful reading, writing, and talking. It describes using techniques like Socratic seminars, RAFTs, close reading strategies, and vocabulary development to improve student comprehension of complex texts. The goal is to establish high-level comprehension skills through open-ended discussion and application of learning.
This document provides guidance for implementing a writing workshop structure in the classroom. It recommends beginning with writing prompts organized by genre in baskets and having students choose a prompt, follow a formula for that genre, and return the prompt to the bin when finished. It then outlines the purpose, clue words, and typical structure for four genres: expository, narrative, persuasive, and journal writing. The document also provides ideas for creative writing and organizing student writing notebooks. It discusses using RAFT assignments to engage students and offers examples. Finally, it discusses reading responses and inclusive strategies for reaching all students in reading and writing.
Be the Coach, Not the Player
2, 4, 6, 8, guided reading can be great! When you're in a huddle with a small group of students, you don't have time to improvise. Transform your guided reading into a fast paced, interactive competition that will leave your students laughing, learning and improving their comprehension. Experience how six strategies help students control their thinking and improve their memory. Join Julie B. Wise to discover how cognitive coaching can encourage students to read a variety of short texts with interest, motivation and engagement.
The document provides criteria for placing 2nd and 3rd grade students in intervention groups such as SOAR or Guided Reading Plus based on various assessment scores. For 2nd grade, a student will be eligible if they are low on 6 of 8 indicators including accuracy rate, comprehension score, writing sample score, and instructional reading level. For 3rd grade, criteria include a high accuracy rate but low words correct per minute (WCPM) score, high accuracy but low comprehension, or low instructional reading level and accuracy score. The document also lists recommended interventions for kindergarten through 3rd grade students.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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 review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Website: https://pecb.com/
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Film vocab for eal 3 students: Australia the movie
Ss text structure
1. Before you read, FLIRT with the text. FLIRT Find the form Look at text features Identify connections Reveal the purpose Transfer to organizer F Fiction, nonfiction and poetry genres place different demands on a reader’s mental behaviors . L Look at text features The author uses text features to advertise important information, alert you to new vocabulary words and provide visuals to help your mind stay focused and interested in the text. I Identify connections useful information to help make meaningful connections between my mind and the author’s message. T Text structure helps you monitor what information is important to the author . R Reveal the purpose for reading to help your mind stay focused, organized and locate the most important information.
2. Mental and Physical Behaviors Physical “ read ” Mental “ mind ” F I preview the text to determine the genre demands and establish my reading behaviors. L I skim the text features to create interest and identify essential themes. I I make connections to determine what I already know about the topic and identify difficult sections. R I ask questions to set a purpose and to anticipate the author’s point of view. T I scan for transition words to determine the external text structure and establish a system for organizing new information.
3. Please pick up a few things for me at the grocery store. Chips Broccoli Oranges M&Ms Bananas Sugar Bread Tomatoes Flour Lettuce Eggs Grapes Bagels Milk Chicken Vanilla Butter Baking Soda Yogurt Nuggets Pork Salt
4. Please pick up a few things for me at the grocery store. Fruits Bananas Oranges Grapes Veggies Lettuce Broccoli Tomatoes Bread Bagels Bread Flour Dairy Milk Butter Yogurt Protein Chicken Nuggets Eggs Fats Sugar Chips M&Ms Other Vanilla Baking Soda Salt
5. Please pick up a few things for me at the grocery store, I am making dessert. Fruits Bananas Oranges Grapes Veggies Lettuce Broccoli Tomatoes Bread Bagels Bread Flour Dairy Milk Butter Yogurt Protein Chicken Nuggets Pork Fats Sugar Chips M&Ms Other Vanilla Baking Soda Salt
6. Please pick up a few things for me at the grocery store, I am making a cake . Here is the recipe : Fruits Bananas Oranges Grapes Veggies Lettuce Broccoli Tomatoes Bread Bagels Bread Flour Dairy Milk Butter Yogurt Protein Chicken Nuggets Pork Fats Sugar Chips M&Ms Other Vanilla Baking Soda Salt Cream butter and sugar . Add eggs and vanilla . Mix flour, salt and baking soda . Slowly add to wet mixture. Pour into greased pan and bake at 350.
7. Recipe for Reading Highlight signal words in text features Identify foundation : Based on time Based on describing Identify text structure: Enumeration Description Compare/Contrast Sequence Cause/Effect Problem/Solution Read and highlight Organize notes Write/draw a summary Recipe for Reading Describe Time
8. Enumeration Description Compare/ Contrast Sequence Cause/ Effect Problem/ Solution Author’s Purpose To list or identify facts, parts, or categories in any order To give information about a topic, person or an animal. To point out how two topics are the same and/or different. To tell about a specific order of events or steps in a process. To explain why or how something happened. To describe a problem and what was done to solve it. Topic Focus Several categories Types Size Some characteristics Most important Similarly Alike Difference On (date) On (time) Order Because Since Consequently The problem What happens Why does Transition Words In addition Another For instance Also For example For instance Such as However On the other hand As well as Unlike Next After Finally First The effect This led to Therefore One challenge A difficulty Having solved Task Words List Define Discuss Describe Illustrate Compare Contrast Prove Summarize Discuss Trace Justify Explain Illustrate Evaluate Criticize Prove Graphic Organizers
11. SURVEY SAYS… One problem to resolve in crocodile watching is transportation. Time – Problem/Solution
12. SURVEY SAYS… We observed the crocodile as it stalked a raccoon…As a result of the noise we made, the raccoon bolted… Time – Cause/Effect
13. SURVEY SAYS… The power of the crocodile is like that of a monstrous machine. With one lunge it can…Compared to the alligator the crocodile… Description – Compare/Contrast
14. SURVEY SAYS… The crocodile mostly feed on vertebrates like fish, reptiles, and mammals, sometimes with invertebrates like mollusks and crustaceans, depending on species. . Description - Enumeration
15. SURVEY SAYS… Crocodiles are very fast over short distances, even out of water. They have extremely powerful jaws capable of biting down with immense force, by far the strongest bite of any animal. Description - Describe
16. How does knowing the text structure BEFORE reading help you locate important information?
17. F.L.I.R.T. This is a: about: I already know… I’m curious about… The author wants me to: Read and Organize Write This passage was about: The Fire Escape by Michelle Chen Heat hung like damp stockings over the taut wire of the neighborhood upon which we balanced and let the heaving warmth drop into our lungs. Long, dewy limbs propped against the grainy edge of a building’s roof, scorched tarpaper sanding down the edges of the sun. Surfaces turned to bisque in the blurry air of this fiery kiln, our grandmothers below feeding pigeons beneath the cheap shade of nylon umbrellas. You, looking for a soda, me, watching boys on bicycles, rubber wheels broiling on crumbling asphalt. It was too hot to speak, so we watched the radiant city, like watching a cake rise, from the fire escape. 8 th grade PSSA Explain how the title of the poem has more than one meaning. Use at least three examples from the poem in your explanation.
18. Read and Organize F.L.I.R.T. This is a/an: about: I already know… The author wants me to: So the process will be… Write The answer is… A.2.1.1 1. Simplify: 8 • 3² + 7 • (6 - 4) A 62 B 86 C 110 D 590 www.pde.state.pa.us
19. Sedimentary Rocks In most places on the surface, the igneous rocks which make up the majority of the crust are covered by a thin veneer of loose sediment, and the rock which is made as layers of this debris get compacted and cemented together. Sedimentary rocks are called secondary, because they are often the result of the accumulation of small pieces broken off of pre-existing rocks. There are three main types of sedimentary rocks: Clastic : your basic sedimentary rock. Clastic sedimentary rocks are accumulations of clasts: little pieces of broken up rock which have piled up and been "lithified" by compaction and cementation. Chemical : many of these form when standing water evaporates, leaving dissolved minerals behind. These are very common in arid lands, where seasonal "playa lakes" occur in closed depressions. Thick deposits of salt and gypsum can form due to repeated flooding and evaporation over long periods of time. Organic : any accumulation of sedimentary debris caused by organic processes. Many animals use calcium for shells, bones, and teeth. These bits of calcium can pile up on the seafloor and accumulate into a thick enough layer to form an "organic" sedimentary rock. F.L.I.R.T. This is a: about: I already know… I’m curious about… The author wants me to: Read and Organize Write This passage was about:
20. Time-honored cookie recipes tend to manipulate flour and fat in special ways to produce the tender, rich textures that are often the mark of special holiday fare. We call this manipulation "building frameworks." In talking about frameworks, let's begin with flour, because all baking needs a structure to hold the dough together. The most common framework for cookies comes from wheat flour. In particular, two of flour's proteins form gluten when flour is moistened and mixed. Gluten resembles a mesh that gives the framework strength, while the starches in flour swell with moisture, then set in the oven, reinforcing the network. See how gluten forms and how mixing influences its strength in the Bread section. Once you know how gluten works, however, don't be fooled into assuming you only need to consider gluten's influence with breads. In contrast to maximizing gluten development in yeast breads, festive cookies often require a framework in which gluten development is deliberately minimized. So how do you handle flour to make a more delicate framework? Some recipes call for pastry or cake flours, which are wheat flours with lower protein contents so they have less potential to form gluten. Others call for a mixture of wheat flour and specialty flours made from grains that don't contain gluten-forming proteins. For instance, rice flour or cornstarch in shortbread recipes helps keep the dough tender, despite the fact that shortbread requires considerable mixing. Another characteristic of many special cookies is their richness, which is usually associated with using a high proportion of fat (often butter). Calories aside, fats are major tenderizers because they physically interrupt the formation of gluten. So perhaps it's not surprising that many holiday cookies seem to melt in your mouth! Fat is also a fine carrier of flavors because it absorbs the flavors of other ingredients and holds them inside the dough, so fewer essential oils and essences evaporate during baking. Think of the pungency and aroma of cinnamon, nutmeg, allspice, and cloves. Holiday baking often uses exotic spices and flavorings with liberal abandon. As a final hint, read your recipe through carefully before beginning. Think about which ingredients are building structure and which act as tenderizers. And if your recipe isn't high in fat, remember that the more you work the dough, the more the gluten develops and the stronger and less tender its framework becomes. Of course there's much more to cookies than simply their framework. But as is the case with putting most things together, the framework comes first! F.L.I.R.T. This is a: about: I already know… I’m curious about… The author wants me to: Read and Organize Write This passage was about:
21. Text Structures Monitoring what’s important to the author Find someone who can define text structure. Find someone who can list at least five different types of text structures. Find someone who can explain why text structures are helpful to the author and reader. Find someone who can give a real life example of a problem and solution. Find someone who can explain the difference between descriptive and sequential writing. Find someone who can give a real life example of a cause and effect. Find someone who can give a real life example of compare and contrast. Find someone who can give a real life example of listing items in a category. Find someone who can give a real life example of sequencing.
22. F.L.I.R.T. This is a: about: I already know… I’m curious about… The author wants me to: Read and Organize Write This passage was about: The artists Mark Rothko and Barnett Newman are considered Abstract Expressionists. Compare two of their large, abstract, colorful canvases.
23.
24. Check this out… Are Humans and Neanderthal Linked? - 16-Jan-2006 Scientists believe that early humans known as Neanderthals were on the earth at the same time as people of our species, Homo sapiens. Researchers have debated for a long time whether the two groups actually mixed together. Neanderthals were shorter than today's humans. They had sloping foreheads and inhabited Europe and the Near East. Neanderthals became extinct about 30,000 years ago. Meanwhile, Homo sapiens took over. Erik Trinkaus of Washington University in St. Louis and Joao Zilhao of the University of Bristol, England co-authored a paper about the findings. Skull Raises Questions The skull was found in Pestera cu Oase, or the Cave with Bones, in southwestern Romania in 2004 and 2005. A test called radiocarbon dating indicates it is at least 35,000 years old and may be more than 40,000 years old! Researchers say the skull had the same proportions as a modern human head and lacked the large brow ridge associated with Neanderthals. There are also features that are unusual in modern humans, such as frontal flattening and a fairly large bone behind the ear. The skull also has exceptionally large upper molars, which are seen among Neanderthals and other early hominid species. ''Such differences raise important questions about the evolutionary history of modern humans,'' said Zilhao. The skull's characteristics could mean a mixture of populations or it could be a case in which ancient traits reappear in a modern human, Zilhao said. It could also mean that science hasn't been able to study enough early modern people to understand their differences. www.timeforkids.com
25. Are Humans and Neanderthal Linked? - 16-Jan-2007 Neanderthal vs. Homo sapiens Scientists believe that early humans known as Neanderthals were on the earth at the same time as people of our species, Homo sapiens . Researchers have debated for a long time whether the two groups actually mixed together. Neanderthals were shorter than today's humans . They had sloping foreheads and inhabited Europe and the Near East. Neanderthals became extinct about 30,000 years ago. Meanwhile, Homo sapiens took over. Erik Trinkaus of Washington University in St. Louis and Joao Zilhao of the University of Bristol, England co-authored a paper about the findings. www.timeforkids.com
26. Metacognition Log Date I already know… I now know… Comments What was easy about identifying the text structure for each section of your text?
Editor's Notes
Flirt – get interested When you started to flirt, you need a clear purpose, are you looking for a friend, someone to date, to make yourself feel good? When you read, you can’t just say, I am going to read to read. You have to be clear on your purpose and your direction. You have to go in to win, don’t go in to finish.
When you know the physical and mental steps you need to take for every step in the FLIRT process, the process becomes easy. When things are easy, they are fun and when reading is fun, you are willing to get it done.
You don’t know what’s important until you read the recipe.
Use this think mark anytime you begin reading to remind yourself of ROW. If you read with passion, interest and motivation to learn and you will stay focused and have fun.
Survey says keeps all students involved and gives you immediate feedback.
These are the specific text structures for each type.
In terms of modeling, it is important to remember that students need examples of the type of thinking required of a task before being asked to complete the task with peers or independently. I am going to FLIRT with the text and figure out what the author wants me to learn.
In terms of modeling, it is important to remember that students need examples of the teype of thinking requried of a task before being aske to complete the task with peers or independently. I am going to FLIRT with the text and figure out what the author wants me to learn.
In terms of modeling, it is important to remember that students need examples of the teype of thinking requried of a task before being aske to complete the task with peers or independently. I am going to FLIRT with the text and figure out what the author wants me to learn.
Here is a check list for you to use while you compare a textbook to real life reading material. What did you find? How can you transfer the same motivation and reading strategies students use with real life reading to a textbook? Right now would be a great time to ask your students to reflect on their learning from your class. What did they learn that they already know they will use in real life. What learning did they do that they don’t see a purpose. Use this information this summer to start to build a collection of real life reasons that you can weave into your content next year.
Call one person from each team up to the staples “Easy” button. Ask a question about text structures. The first person to press the button…
FLIRT to determine what information is important to the author.