...Running head: READING COMPREHENSION STRATIEGES Reading Comprehension Strategies Kimberly A. Rossetti Grand Canyon University EED 470 – Curriculum, Methods, and Assessment: Literacy and Language Arts K-3 March 14, 2012 Reading Comprehension Strategies Studies reveal that teaching and instruction utilizing illustrative or visual organizers and templates that are representational, portray associations or connections among concepts. Presenting such graphic matrices as an introduction primes students to commence their learning processes toward a forthcoming educator instruction or assignment (Jitendra & Gajria, 2011). The following will review various graphic organizers, charts, and matrices that can be implemented for further development of reading comprehension. In addition, a summary will follow the illustrative pictorial of lesson introduction that provides an explanation regarding the implementation or utilization considering that particular comprehension example of focus. Beginning / Middle / End Beginning / Middle / End Summary: Using the Hamburger Model diagram will assist students to beef up their writing skills and promote or increase their focus on details while reading. The paragraph hamburger is a composing or authoring tool that will assist young writers to pictorially summarize important or main elements of a passage. Main focus, narrative or describing text, and concluding sentence are the central components or portions of a complete...
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...| RESOURCES | ASSESSMENT | 1. Introduction to Commerce | | | | | | 1 | A) Organizational Structure of Commerce | 1. Define the terms within the organizational structure. 2. Draw up and complete the organizational structure of commerce. | Graphic OrganizerMnemonic Strategies | Question and AnswerIllustrationsBingo | Wall ChartsMini chart print outs Commerce Textbooks: (Listing of texts attached) | Quizzes:-Chart completion-DefinitionsBingo Games | | B) Needs and Wants | 3. Distinguish between needs and wants. 4. Discuss the role played by producers in the satisfaction of consumer needs and wants | SPAR ( Spontaneous Argumentation)Graphic Organizer | DiscussionsQuestion and Answer | Commerce TextbooksPowerPoint PresentationInternetLaptop | Assignment-categorizing needs and wants. | 1 | C) Economic Systems | 5. Identify and explain types of economic systems | Graphic Organizer | Questions and Answers | Chart PrintoutsCommerce Textbooks | Quiz | 1 | D) Direct and Indirect Production | 6. Distinguish between direct and indirect production 7. List and explain the commercial occupations. | Graphic OrganizerCooperative learningMnemonic Strategies | Role playDiscussionsGraphic Organizer | Commerce Textbooks | Assignment-categorizing occupations as either a direct service or indirect service | 2. Production and Distribution | | | | | | 2 | A) Stages of Production | 1. Define the term production 2. Identify the stages of...
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...Effectiveness of the Social Studies Solutions at Harnett Central High School Jerry L. Sarchet, Jr. Education 622: Research April 24, 2007 Abstract Overwhelming evidence in numerous studies demonstrated the value of student performance linked with their ability to take and review notes. Teachers have sought the best way to provide notes for student. In 2006, Harnett County Schools adopted an alternative approach to note taking and instructional delivery called the Social Studies Solutions. It was found that the Social Studies Solutions enhanced the Civics and Economics End of Course Test results by implanting the new instructional delivery and method of note taking for students. Introduction In the game of high stakes testing in the classroom, teachers are judged on their ability to help students pass standardized tests. Teacher autonomy on material taught has slowly dwindled away in North Carolina with the Standard Course of Study. Teachers must teach their subject within guidelines set by the state. Additionally, teacher discretion on a child’s knowledge is reduced with the standardized tests that decide if a child has received a “sound, basic education (Brief History of the Leandro Case, 2007).” Standardized tests have become essential to insure all children learn the same material in accordance with the North Carolina Standard Course of Study. Additionally, schools are evaluated upon their ability to help students pass said exams. Their performances on...
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...Chen ZhiQing | Student ID No.: | 22012511 | Unit Code & Name: | MNG91002 | Campus: | MDIS | Tutor’s Name: | Frankie-Lim | Assignment No: | 1 | Assignment Title: | Case Analysis Research – Striving for Best Academic Practice | Word Count: | 1193 | Due Date: | 21 Apr 2014 | Date submitted: | 20 Apr 2014 | Declaration: I declare that this assignment is my own original work and has not been submitted for assessment elsewhere. I acknowledge and irrevocably agree that the assessor of this assignment may, for the purpose of assessing this assignment: * Reproduce this assignment and provide a copy to another member of faculty for review and comment, including whether the work is an original work; and/or * Provide a copy of this assignment to a plagiarism checking service for review so that it may determine whether the assignment is an original work. The checking service may retain a copy of the assignment on its database for the purpose of future plagiarism checking. I have read and understand the Rules relating to Awards (Rule 3.17) as contained in the University Handbook. I understand the penalties that apply for plagiarism and agree to be bound by these rules. CHEN ZHIQING 20 Apr 2014 Signature (please type) Date Tutor's comments: Paper Title: Case Analysis Research –...
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...TAT2 Task 1: Integration Design This unit is an eight day unit on how to use the concept of historical periodization to write a claim evidence, reasoning essay about the agricultural revolution. The unit of instruction is designed for high school ninth and tenth graders in World History. Please see the various sections below for more details on my unit. Instructional Goal Given writing prompts that require content knowledge from the Ancient Civilizations unit, students will write a claim, evidence, reasoning paragraph that meets the requirements of at least a three out of four on the Social Studies/ELA rubric. Instructional Objectives The following is a list of instructional objectives used in this unit plan: Given the twenty definitions...
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...BOOKS ABOUT TASHTEGO CASE ANALYSIS Rdiana.com TASHTEGO CASE ANALYSIS Updated: 02/26/2015 DISCLAIMER: RDIANA.COM uses the following Tashtego Case Analysis book available for free PDF download which is also related with TASHTEGO CASE ANALYSIS Tashtego Case Analysis can be easily downloaded from our library. Don’t you believe? It is completely free. You just have to register on our site – click on the link below and answer simple questions. It will provide you for free access to Tashtego Case Analysis and other eBooks. We ask you to pass a registration because of hard hackers’ attacks that knock out of service our library and prevent our users from downloading Tashtego Case Analysis as well as other books when it is necessary. When pass the registration, you can be sure of free and unlimited access to Tashtego Case Analysis and lots of other PDF data. Files can be downloaded on your device when you want. Therefore, if you still need Tashtego Case Analysis and cannot download it from other sites, register on our site and get a free access to a rich collection of eBooks right now. Save your time and efforts. PDF FILE: TASHTEGO CASE ANALYSIS Rdiana.com BOOKS ABOUT TASHTEGO CASE ANALYSIS PAGE: 2 TASHTEGO CASE ANALYSIS RR.DVI INSTITUT NATIONAL DE RECHERCHE EN INFORMATIQUE ET AUTOMATIQUE An Average-case Analysis of the Gaussian Algorithm for Lattice Reduction Herve Daude , Philippe Flajolet , Brigitte Vallee N 2798 Fevrier 1996 PROGRAMME 2...
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...considerate text genres such as narratives or novels. But students need domain-specific knowledge to understand their textbook material. Here in this assignment it is going to be discussed about the reading strategies and how it helps in communication in the businesses 1.1 All information about the natural or social world is based on the text data surrounded. School, work and the success of our social order depends on the capability to realize the material. Many children and adults are still under pressure to understand the text data. Following are some techniques to make them understood: Reading strategies Before reading Preview text type and text features: students should be thinking about what's going to read it before reading. Also, graphics, hyperlinks, and the information will be aware of what kind of writing. (www.ft.co.uk) Four corners and staying guide: A Guide for goods or reading texts should be there to help the people who have the deficiency in reading. Quick writing and journaling Gallery Walks: Student articles, maps, quotes, graphs drawn by gathering, and a wide range of written and visual texts, and you can read the post popular gallery (www.ft.co.uk) One to one Interview: Listening and reading and lively introduction to the...
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...LEARNING THEORIES - COGNITIVE LEARNING THEORIES l CHAPTER 5 CHAPTER 5 Learning Theories - Cognitive Learning Theories LE ARNI NG OUTCOMES After studying this chapter, you should be able to: 1. Explain what is cognitive revolution and the cognitive perspective on learning and how it differs from other theoretical perspective; Discuss the origins of the contemporary cognitive perspective including the Gestalt psychology and the role of perception; Describe the Information processing model to learning and distinguish the features of ‘Multistore model’; Explain what is schema theory; Link schema theory to cognitive structuralism and examine the role of insightful learning and meaningful learning; and Discuss application of cognitive theories in the classroom. 2. 3. 4. 5. 6. 104 CHAPTER 5 l LEARNING THEORIES - COGNITIVE LEARNING THEORIES INTRODUCTION Sometimes you wonder why the teacher use colourful chalk with some of the words written on the board. Sometimes the teacher write in capital letter with important words. These are useful as guides for the students to differentiate the important and unimportant facts. In other words, accurate perception is important in good learning. It is part of the Gestalt principles. Clearly, these principles are useful as guide for teachers as they organize their materials and learning activities. So in this chapter, we will discuss the origin and features of cognitive theory and relate them to...
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...1. The authors of the case study, Strattman and Hodson, discuss the effects of expressive phonological impairments on literacy development, including effects on phonological awareness skills, decoding, and vocabulary. Think through and describe how phonological speech sound errors would/could affect each of these three areas. (You might need to look up the definitions of “phonological awareness” and “decoding.”) • Phonological awareness: This aspect of literacy requires the understanding and knowledge of the relationship between graphemes and phonemes. If a child has a phonological impairment, they are not likely to be able to identify and manipulate the sounds through tasks such as rhyming or syllable/sound segmentation. • Decoding: This...
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...results include improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates. Cooperative learning is also relatively easy to implement and is inexpensive. HOW DOES IT WORK? Here are some typical strategies that can be used with any subject, in almost any grade, and without a special curriculum: Group Investigations are structured to emphasize higher-order thinking skills such as analysis and evaluation. Students work to produce a group project, which they may have a hand in selecting. STAD (Student Teams-Achievement Divisions) is used in grades 2-12. Students with varying academic abilities are assigned to 4- or 5-member teams in order to study what has been initially taught by the teacher and to help each reach his or her highest level of achievement. Students are then tested individually. Teams earn certificates or other recognition based on the degree...
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...Fatima B. Niog Introduction to Research BSEd-English 3A Dr. Pedro D. Abanador Problem : Factors Affecting Reading Comprehension of Students Solutions: A. Interactive 1. Story Retelling 2. Story Grammar Training 3. Question-Answer 4. Reading Tutorial 5. Recitation B. Self-Enrichment 1. Inferring 2. Synthesizing 3. Summarization 4. Paraphrasing Strategy 5. Repeated Readings C. Assessment 1. Giving exam 2. Giving assignments 3. Book report 4. Impromptu Speech 5. Story Mapping INTERACTIVE Story Retelling Retelling is a reading skill that demonstrates comprehension. Retelling is the ability to read or listen to a story, then summarize it in paraphrased form. Children begin learning the basics of retelling in kindergarten where teachers start to informally assess the students' overall understanding of a story. Retelling is a useful assessment tool throughout school because it can measure simple to advanced comprehension, as well as help the students improve their listening and speaking skills. Instructions 1. Review retelling strategy. Model it again for those who may struggle. Read a short story aloud to the class, then summarize the important details in the correct sequence. Write each summarizing statement on chart paper. Number the statements so students understand how to retell in the order that events happened. 2. Choose an instructional level text, like a short story from...
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...This notion of individualized learning styles has gained widespread recognition in education theory and management strategies. One of the most accepted understandings of learning styles is that the individual learning styles fall into three categories : 2. Auditory learning : Auditory learners best understand new content through participating, listening and speaking in situations, such as lectures or group discussions. 2. Auditory learning : Auditory learners best understand new content through participating, listening and speaking in situations, such as lectures or group discussions. 1. Visual Learning : Visual learners prefer the use of images and graphic organizers to access and understand new information visually. 2. Visual Learning : Visual learners prefer the use of images and graphic organizers to access and understand new information visually. 3. Kinesthetic Learning : Individuals who are kinesthetic learners, best understands information through tactile representations of information. These individuals are hands-on learners and learn best through sorting things out physically and experimenting. 3. Kinesthetic Learning : Individuals who are kinesthetic learners, best understands information through tactile representations of information. These individuals are hands-on learners and learn best through...
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...VARK: A Guide to Learning Styles Analysis Paper Cynthia Miller Grand Canyon University: NRS-429V February 7, 2016 VARK: A Guide to Learning Styles Analysis Paper “The term “learning styles” speaks to the understanding that every student learns differently. Technically, an individual’s learning style refers to the preferential way in which the students absorbs, processes, comprehends, and retains information,” (Teach, 2016). There are many learning style assessments that have emerged. One in particular, the VARK learning model, developed by Neil Fleming and Colleen Mills, consists of four categories. VARK stands for Visual, Auditory/Aural, Read/Write, and Kinaesthetic. The VARK assessment and outcomes focus on the ways in which people like facts provided to them and the ways in which they prefer to deliver their communication. The questions are based on situations where there are choices and decisions about how that communication might take place, (Vark, 2016). The author of this paper, which we will call Subject C, completed the 16 question VARK exam. This paper will confabulate and analyze the results of this VARK questionnaire based upon the responses of Subject C. Summary and Analysis of Learning Style The following are the scores of Subject C upon completion of the VARK questionnaire: Visual 8, Auditory/Aural 8, Read/Write 12, Kinaesthetic 8. Read/Write earned the highest score of a 12, followed by a three way tie with Visual, Auditory/Aural, and Kinaesthetic...
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...Fall Protection [pic] |Construction Safety and Health |U.S. Department of Labor | |Outreach Program |OSHA Office of Training and | | |Education | | |May 1996 | INTRODUCTION The purpose of this discussion is to provide basic, comprehensive information to assist you in developing effective presentations. The use of visual aids, coupled with good public speaking skills, work hand-in-hand to create effective presentations. Your speaking style and stage presence are personal talents that you can refine with much practice and experience. Each aspect of effective presentations, however, could not be detailed in this discussion. Instead, much emphasis is given to visual aids which are essential to all successful presentations. DESIGNING THE PRESENTATION There is no secret to developing an effective presentation. Establishing your objectives, planning and organizing your material, and using appropriate visual aids are the essential ingredients. The recipe for effective presentations calls for all three ingredients, and you must use them in the order in which they are presented here. By establishing your objectives...
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...EOC Charter School Case management Log Student Name: ________Camacho, Keila___________ Areas to Review: Achievement __ Attendance __ Behavior __ Completing Assignment/Homework: All __ Most __ Some __ None __ Attendance: Days ___ Hrs__ Min ___ Behavior Codes: 01 | Continually Uses Positive behavior | 11 | Foul Language | 21 | Leaving Class w/o Permission | 31 | Sexual Harassment | 41 | Use of Firearms | 02 | Tardy - mild | 12 | Lying | 22 | Vandalism – not tagging | 32 | Rape/Sexual Assault | 42 | Poss of Firearms | 03 | Tardy - Severe | 13 | Not Following Directions | 23 | Tagging | 33 | Distribution of Drugs | 43 | Poss of other Weapon | 04 | Absences | 14 | Encouraging Misconduct | 24 | Fight w/o Weapon | 34 | Poss/Use of Tobacco | 44 | Use of other Weapon | 05 | Not Responding | 15 | Cheating | 25 | Fight w/ Weapon | 35 | Poss/Use of Alcohol | 45 | Bus Violation | 06 | Not Doing Work | 16 | Dress Code | 26 | Threat w/o Weapon | 36 | Poss/Use of Drugs | 46 | Cell Phone | 07 | Disruptive - Mild | 17 | Sleeping/Head down | 27 | Threat w/ Weapon | 37 | Robbery w/o Weapon | 47 | Other Disruptive Device | 08 | Disruptive - Severe | 18 | Missed Detention | 28 | Bullying/Harassment | 38 | Robbery w/ Weapon | 48 | Talking | 09 | Defiance - Mild | 19 | Computer Misuse | 29 | Hate Crime | 39 | Auto Theft | 49 | | 10 | Defiance - Severe | 20 | Restricted Area Violation | 30 | Gang Activity | 40 | Theft Larceny | 50 | | Academic Interventions: ...
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