Understanding purpose and meaning
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Understanding the writer's purpose is essential for comprehending a text. A reader's purpose determines what they see as important and remember. Exercises can help readers understand how their purpose affects what they highlight. Good readers think aloud before, during, and after reading to describe their thought processes and comprehend the text. They identify words that trigger thoughts and notice the organization.
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This document discusses strategies for developing reading comprehension during and after reading. It recommends using sticky notes for students to make connections, visualizations, predictions, inferences, and note vocabulary while reading. Partner reading and "say something" are presented as strategies to increase reading time and engagement. Bookmarks can be used to track ideas. Explicit instruction of comprehension strategies is important to develop independent readers. A process of guided release of responsibility is recommended to teach strategies.
Reading Skill
There are 4 main reading skills that help one become a competent reader: word attack, comprehension, fluency, and critical reading. Word attack involves understanding words and punctuation. Comprehension requires using context clues to predict meanings. Fluency is seeing phrases as wholes. Critical reading means analyzing and evaluating a text to understand the intended message without missing details. Mastering these skills allows readers to scan for information, survey a text's layout, use titles to form questions, and skim using introductions, conclusions, and section headings.
Read Aloud- Think Aloud
The document discusses strategies for conducting interactive read alouds with students. It defines read alouds as oral readings by the teacher of texts above students' independent reading level. The teacher should choose high-interest selections and scaffold support for all readers. During read alouds, the teacher models thinking aloud to demonstrate comprehension monitoring strategies like predicting, visualizing, and making connections. Semantic differential scales can also be used after read alouds to help students analyze characters.
Reading powerpoint
The document discusses strategies for effective reading at the college level. It emphasizes that college reading requires metacognition and the ability to orchestrate one's own learning by changing reading strategies to meet different text challenges. It provides numerous reading strategies such as surveying before reading, taking notes, reciting summaries, and reviewing ideas after reading. The goal is to give students a larger repertoire of strategies to help them read less but get more out of what they read.
Brooke before and after comp presentor notes
The document provides guidance on strategies to improve adolescent literacy, including using sticky notes to engage with text by making connections, visualizing, predicting, drawing inferences, and learning vocabulary; it also recommends partner reading aloud to improve fluency and monitoring comprehension. Teachers are encouraged to model the strategies and have students gradually take more responsibility for their own reading comprehension.
Reading skill
This document discusses reading skills and the reading process. It defines reading as a complex skill involving word recognition and comprehension. There are different types of reading like skimming, scanning, and close reading. Effective reading involves both bottom-up processing of decoding words and top-down use of background knowledge. Most models of reading are interactive, with the reader using both linguistic and conceptual knowledge simultaneously. The document outlines the key stages of planning and guiding a reading lesson, including pre-reading, while-reading, and post-reading activities.
Guided reading pp
This document provides guidance on implementing guided reading in elementary classrooms. It discusses forming reading groups based on student ability levels, assessing students using running records, focusing lessons on reading strategies, and differentiating instruction for different grade levels. Suggestions are given for structuring guided reading lessons with a before, during, and after reading structure and selecting appropriate leveled books.
RED 4348 Critical Assignment 1
1. The document outlines reading strategies that students can use before, during, and after reading.
2. Some strategies used before reading include brainstorming, pre-loading vocabulary, and using anticipation guides to make predictions.
3. During reading strategies involve highlighting unknown words, using pointers to follow the text, and taking notes using sticky notes.
Comprehension & nonfiction texts
This document provides guidance on teaching comprehension of nonfiction texts. It discusses the importance of activating background knowledge before reading, using strategies like questioning during reading, and making connections after reading. Specific strategies are modeled, including using graphic organizers like KWL charts, comment cards, and anticipation guides. The document emphasizes the teacher's role in explicitly modeling strategies and encouraging student-generated questions. Overall, it promotes an integrated approach to teaching comprehension that includes preparation, active engagement while reading, and reflection after reading.
Reading strategies
This document outlines strategies to help middle school students with non-fiction reading comprehension. It recommends that students preview the text by looking at pictures, titles and bold words to activate prior knowledge and make predictions. Students should also determine the purpose for reading be it for learning, fun or educational reasons. As they read, students can make connections, visualize, think aloud and make inferences to deepen their understanding. After reading, students should evaluate by re-reading, summarizing, answering questions and comparing to other texts.
Reading strategies
This document outlines strategies to help middle school students with non-fiction reading comprehension. It recommends that students preview the text to activate prior knowledge, determine the purpose for reading, and make predictions. As they read, students should make connections, visualize, think aloud to monitor understanding, identify the author's purpose, and make inferences. After reading, students should evaluate and re-read the text, summarize key ideas, compare to other texts, and answer questions to deepen their understanding.
Reading strategies
This document outlines strategies to help middle school students with non-fiction reading comprehension. It recommends that students preview the text by looking at pictures, titles and bold words to activate prior knowledge and make predictions. Students should also determine the purpose for reading be it for fun, learning or a specific reason. As they read, students can make connections, visualize, think aloud and make inferences to deepen their understanding. After reading, students should evaluate by re-reading, summarizing, answering questions and comparing to other texts.
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The document provides tips for effective note-taking during lectures and while reading. It recommends preparing before class, actively listening during lectures, and organizing and reviewing notes after class. Specific note-taking strategies are outlined, including writing main ideas, using abbreviations, and leaving space to add details. The document also discusses marking up texts, taking written notes through various formats like outlining, and mapping methods to visualize information. Finally, it introduces some digital annotation tools.
Finding & Using LibGuides for your Courses & Subjects
The document provides instructions for finding and using subject guides on the library website. It describes how to search for guides using the search box, browse results for relevant guides, and navigate guides using green tabs to find resources. It also notes that subject guides can be browsed by subject area links under Library Resources.
Blogging & Internet Discourse
Blogging provides benefits such as joy, practice in communication and writing skills, and a way to express oneself and communicate with others. There are different types of blogs, including journal blogs for unique perspectives, tech blogs focused on a particular subject, and pundit or news blogs that analyze and critique current events. All blogs contain a main content area with articles listed in reverse chronological order, an archive of older material, a comments section, and links to related sites. Blogs allow readers to comment and discuss posts in an interactive way. When blogging and engaging in online discourse, policies call for respecting all people and showing respect for diverse ideas.
How to use online asynchronous writing consultation revised
1. Students must create a draft of their assignment in Google Docs and answer three questions before sharing it with the writing help group.
2. The document is then shared with "Writing Help" and a consultant will comment within 48 hours.
3. When finished, students unshare the document and export it to Word to show the instructor the comment transcript as proof of the consultation.
Tracking down a suspect paper
This document provides suggestions for detecting plagiarism in student writing:
1) Search engines and paper mills can be used to check for plagiarized content. A list of search engines and paper mill sites that may contain plagiarized work is included.
2) Library services such as research sessions and help from librarians can assist students in avoiding plagiarism and creating original work.
3) Learning commons services like writing consultants can help students improve their writing skills to avoid plagiarism, but do not directly proofread assignments. Students with suspected plagiarism or weak writing should be referred here.
Combating plagiarism
This document outlines 8 steps for instructors to take to prevent plagiarism in their classes. It recommends defining plagiarism and the research process (Steps 1-2). It also suggests focusing on the writing process by providing feedback and collecting work throughout the semester (Steps 3-4). Additionally, it advises requiring personal reflection, reading papers thoroughly, relating topics to class material, and utilizing writing resources (Steps 5-8). The overall summary is that this document provides a 8 step approach for instructors to combat plagiarism through clear expectations, ongoing feedback, and support for students.
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The document provides step-by-step instructions for copying content from one Moodle course into another. It outlines 8 steps: 1) Open the course to import into, 2) Click import, 3) Select the course to import from, 4) Set initial import settings, 5) Select items to import, 6) Confirm import selection, 7) Continue with import, and 8) Make any necessary updates in the new course like dates or formatting. The purpose is to allow teachers to reuse content across multiple sections or semesters easily.
Citation
The document discusses citation and how it is used to give credit to sources used in research and writing. It explains that there are different citation styles like MLA, APA, and Chicago that organize the source information in varying ways. A five step process is outlined for creating citations, which involves finding the appropriate citation style, identifying the source type, gathering the source details, and formatting the citation according to the chosen style.
OPAL Presentation
This document discusses a study conducted by Amanda DeArmond of Defiance College, Rares Piloiu of Otterbein University, and Steve Shaw of Antioch University on the effects of meditation on stress levels in college students. The study involved students trying different meditation techniques daily and tracking their stress levels, sleep quality, and focus. The results showed that meditation helped reduce stress and anxiety for most participants and improved sleep and focus.
How to use online asynchronous writing consultation
To receive feedback on a writing assignment from the Writing Help service, you must first create or upload a draft document to Google Drive. You need to include the assignment details, your thesis statement, and the specific areas you want feedback on. Then share the document with the Writing Help email address. A consultant will comment on the draft within 48 hours, and you can reply to their comments through Google Drive. When finished, unshare the document from the Writing Help group.
High 5! reading comprehension strategies
The document describes a 5-step strategy called "High 5!" for improving reading comprehension of expository texts. The steps are: 1) Activate background knowledge; 2) Question the text; 3) Analyze text structure; 4) Create mental images; 5) Summarize the key ideas. Analyzing the text structure involves understanding how information and ideas are organized to convey the author's message. Creating mental images helps readers visualize both content and the structural elements of the text. Summarizing requires identifying the text structure, discarding redundant details, and circling the critical ideas.
High 5! reading comprehension strategies
This document outlines a 5-step strategy called "High 5!" for improving reading comprehension of expository texts. The steps are: 1) Activate background knowledge; 2) Question the text; 3) Analyze text structure; 4) Create mental images; and 5) Summarize the key ideas. Readers are encouraged to make connections to prior knowledge, generate questions before and during reading, understand how information is organized, visualize content and structure, and produce concise summaries that synthesize the main themes. Following this strategy helps readers better understand texts by enhancing activation of knowledge, analysis of information, and mental representation of content.
Integrating paraphrases into your writing
This document discusses how to properly integrate paraphrases into writing. It recommends introducing all paraphrases with a signal phrase that mentions the author's name and includes a page reference. Using signal phrases helps smoothly incorporate outside sources and avoids plagiarism. The document provides examples of signal verbs that can be used to introduce a source's ideas, such as "acknowledges", "claims", and "suggests". It also lists sources that provide further information on using sources effectively in writing.
Cautions about paraphrasing
The document cautions about five hazards of paraphrasing: 1) Changing only a few words is still plagiarism. 2) Keeping the same sentence structure and order of presentation is also plagiarism. 3) Adding ideas or explanations belongs in subsequent discussion, not in the paraphrase itself. 4) Adding interpretation or assessment should come after the paraphrase. 5) Creating a straw man fallacy by misrepresenting the source makes it an easier target for rebuttal and is unfair.
How to effectively construct a paraphrase
The document provides a step-by-step process for paraphrasing source material accurately and completely while avoiding plagiarism. The steps are: 1) thoroughly read and understand the source material; 2) write a paraphrase in your own words without looking at the source; 3) compare your version to the original to ensure it is accurate, complete, and objective; 4) use quotation marks for any unique terms borrowed from the source; and 5) record the source information to integrate it properly into your own writing.
Four parts to an effective paraphrase
To effectively paraphrase a source, a paraphrase must be original, accurate, objective, and complete. It must use the writer's own vocabulary, phrasing, and sentence structure rather than copying the source. While using different words, the paraphrase must precisely reflect the ideas, tone, and emphasis of the original source. A paraphrase should not include the writer's own opinions and must objectively reflect the thoughts of the source. It also needs to include all important ideas from the source without omitting any key information.
Using sources in your writing
This document discusses three ways to integrate source materials into writing: summarizing, paraphrasing, and directly quoting. It notes that summarizing states a text's main ideas and key points briefly in one's own words, paraphrasing retells information from a text in roughly the same number of words but in one's own style, and direct quotes use the exact words from a text with quotation marks. The document emphasizes that all sources, whether summarized, paraphrased, or quoted, must be properly cited to avoid plagiarism. It also explains that paraphrasing can be longer than summarizing since it presents all of an author's ideas, and is useful when original wording does not need to be directly quoted
Moodle Wikis: For Students
Moodle wikis allow collaborative editing. Users can view, edit, add comments, and see revision histories of wiki pages. To add content, click Edit and enter text, saving at the bottom. Content is viewable via the View tab. Wikis support adding comments, creating new pages by linking to them, and navigating between pages in the Map tab. Wikis enable building shared resources through collaborative contributions.
Strategies for detecting plagiarism
This document outlines several strategies for detecting plagiarism in student papers, including examining formatting, citations, writing style, content, and having students summarize their papers verbally. Strange formatting, inconsistent or missing citations, changes in writing level or style, content that doesn't match the assignment, and sentences that are unusually long could indicate plagiarized material. Searching phrases from the paper online and checking cited sources can help confirm any suspicions.
Tracking down a suspect paper
This document provides suggestions for detecting plagiarism in a student's writing. It recommends using search engines like Google to search suspicious phrases and check paper mill sites that offer free or for-purchase essays. It also suggests utilizing library and academic resource center services, like scheduling research sessions or requiring writing consultations, to help students and identify plagiarized work.
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Understanding purpose and meaning
- 1. Understanding Purpose and Meaning Comprehending a writer’s purpose and meaning is essential to your own understanding of a reading.
- 2. Understanding Purpose A reader’s purpose affects everything about reading. It determines what’s important in the text, what is remembered, and what comprehension strategy a reader uses to enhance meaning. Try the following exercise to help understand the importance of understanding a writer’s purpose in your reading: Read the article and circle what you think is important. Read the piece again, and this time use a pink highlighter to mark places in the text that a _____ would find important. Read the piece again, and this time use a yellow highlighter to mark places in the text that a _____ would find important. What did you notice about the three times you highlighted. The first time was probably the hardest because you had no purpose.
- 3. Discovering Meaning/Vocabulary Look it up!! Do not be afraid to use a dictionary. (Free dictionary apps for your smart phone are even available!) Look at the structure of the word. Is there a familiar prefix, root, or suffix? Use the glossary. Read the words around the unknown word. Can another word be substituted?
- 4. Thinking Aloud Good readers engage in mental processes before, during, and after they read in order to comprehend text. They stop often to think out loud and describe what is going on in their minds as they read. Try this thinking aloud comprehension technique: Select a short piece of text. Foresee difficulty. Read the text out loud and stop often to share your thinking. Point out the words in the text that trigger your thinking. I am reminded of _____ I wonder _________ I am confused _____________ I notice that this piece is organize like this _________.
- 5. Sources: “Academic Support Guides: Reading Comprehension.” Cuesta College. http://academic.cuesta.edu/acasupp/as/300INDEX.HTM Krieg, Elaine G. Strategies for College Readers. New York: Longman, 2008. Print. “Study Skills Activities: Reading as a Study Skill.” Montana State Literacy Resources: A Service of the National Institute of Literacy. http://www.nwlincs.org/mtlincs/pilotproject/studyskills/studyskill sindex.htm