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MMI Corporation: Astronomy Materials for Educators
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USGS Shake Maps from the 1906 Quake
MMI Intensity Maps for the 1906 San Francisco Earthquake MMI Intensity Maps for the 1906 San Francisco Earthquake MMI ShakeMap of California for the 1906 San Francisco earthquake inferred from Lawson (1908) by Boatwright and Bundock (2005) MMI contour map of California...
Earthquakes: A Whole Lot of Quakin' Goin' On
the following statement: "An earthquake has one magnitude, but many intensities." Evaluate students' work based on the amount of detail and accuracy in oral and written presentations and on the use of research. Students should show that they have matched MMI values to de...
 Effective Strategies to Improve Writing of Adolescents in Middle and High Schools
explicitly teaching summarization strategies to enhancing summarization by progressively “fading” models of a good summary. In fact, students can learn to write better summaries from either a rule-governed or a more intuitive approach. Overall, teaching adolescents to summa...
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explicitly teaching summarization strategies to enhancing summarization by progressively “fading” models of a good summary. In fact, students can learn to write better summaries from either a rule-governed or a more intuitive approach. Overall, teaching adolescents to summarize text had a consistent, strong, positive effect on their ability to write good summaries. Collaborative Writing (Effect Size = 0.75) Collaborative writing involves developing instructional arrangements whereby adolescents work together to plan
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mpsportal.milwaukee.k12.wi.us/portal/server.pt/gateway/PTARGS_0_2_18935_0...
procedures for teaching writing (Bangert-Drowns, 1993; Goldberg et al., 2003; Graham, 2006; Graham & Harris, 2003; Hillocks, 1986).Writing quality served as the sole outcome measure because the authors were interested in identifying treatments that had a broad impact on writing performance.The only exceptions involved studies examining the teaching of <span class="highlight">summarization</span>, in which completeness and accuracy of summaries were assessed, and writing-to-learn studies, in which content learning was the outcome measure.
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explicitly teaching <span class="highlight">summarization</span> strategies to enhancing <span class="highlight">summarization</span> by progressively “fading” models of a good summary. In fact, students can learn to write better summaries from either a rule-governed or a more intuitive approach. Overall, teaching adolescents to summarize <span class="highlight">text</span> had a consistent, strong, positive effect on their ability to write good summaries. Collaborative Writing (Effect Size = 0.75) Collaborative writing involves developing instructional arrangements whereby adolescents work together to plan
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Chicago Press. Applebee,A. (2000).Alternative models of writing development. In R. Indrisano & J. Squire (Eds.), Perspectives on writing research, theory, and practice (pp.90–110). Newark, DE: International Reading Association. Applebee,A., Langer, J., Nystrand, M., & Gamoran,A. (2003). Discussion-<span class="highlight">based</span> approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40, 685–730. Bangert-Drowns, R. (1993).The word
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& Scardamalia, M. (1996). Fostering reflectivity in the argumen- tative thinking of students with different learning histories. Reading and Writing Quarterly: Overcoming Learning Difficulties, 12, 351–384. 10 LD Full range Students taught strategies for reflection when writing persuasive <span class="highlight">text</span> versus instruction on basic elements of persuasive writing 1.27 2. <span class="highlight">Summarization</span> Chang, K. E., Sung, Y. T., & Chen, I. D. (2002). The effect of concept map- ping to enhance <span class="highlight">text</span> comprehension and <span class="highlight">summarization</span>. Journal of
Effective Instruction for Adolescent Struggling Readers: A Practice Brief
• Teach students to summarize small amounts of text such as a short paragraph before summarizing longer sections. • Provide modeling, feedback, and many opportunities to practice summarization rules (NRP, 2000) such as: - Selecting a topic sentence or inventing a topic senten...
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• Teach students to summarize small amounts of text such as a short paragraph before summarizing longer sections. • Provide modeling, feedback, and many opportunities to practice summarization rules (NRP, 2000) such as: - Selecting a topic sentence or inventing a topic sentence if one is not explicitly stated; - Using one word to replace a list of related items; - Deleting trivial and redundant information; and - Re-reading to make sure your summary makes sense. • Teach students how to use graphic
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disconfirm, or extend predictions made prior to reading; and - Encouraging students to actively engage in reading when they use reading comprehension strategies to grapple with the meaning of <span class="highlight">text</span>. • Continue to teach and provide time to practice using comprehension strategies until students are proficient (Pressley, 2000). Teach <span class="highlight">Summarization</span> Skills Reading for meaning demands the ability to consolidate large amounts of information (several paragraphs or passages) into only the most important elements. By providing
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• Teach students to summarize small amounts of <span class="highlight">text</span> such as a short paragraph before summarizing longer sections. • Provide modeling, feedback, and many opportunities to practice <span class="highlight">summarization</span> rules (NRP, 2000) such as: - Selecting a topic sentence or inventing a topic sentence if one is not explicitly stated; - Using one word to replace a list of related items; - Deleting trivial and redundant information; and - Re-reading to make sure your summary makes sense. • Teach students how to use graphic
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important for students who receive additional support in smaller intensive settings. For example, a student who is learning to use a <span class="highlight">summarization</span> technique in a reading classroom should be encouraged to apply these skills in his social studies classroom. Likewise, a student who is learning specific vocabulary in science will have a greater opportunity to increase her understanding when she is given support and practice with the same vocabulary words and instructional techniques in the reading class. In addition to
Smithsonian: Diversity of African Art
The Diversity of African Art
Workplace Diversity
WorkplaceDiversity.com, The Source for Diversity Talent.
The Secret Origin of Good Readers
slang words, rhyme, and alliteration. LA ESOL DISCRETE SKILLS WORK II Comic books may be used to help students work on discrete language arts skills, such as following directions, alphabetization, prediction, summarization, picture interpretation, finding the main idea, identifying major a...
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slang words, rhyme, and alliteration. LA ESOL DISCRETE SKILLS WORK II Comic books may be used to help students work on discrete language arts skills, such as following directions, alphabetization, prediction, summarization, picture interpretation, finding the main idea, identifying major and minor characters, classification, reading for details, and detecting mood LA ESOL COMIC BOOK ALPHABETS Students will create alphabet books based on comic book characters, elements, and titles
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http://www.night-flight.com/secretorigin/SOGR2004.pdf#page=28
www.night-flight.com/secretorigin/SOGR2004.pdf#page=28
slang words, rhyme, and alliteration. LA ESOL DISCRETE SKILLS WORK II Comic books may be used to help students work on discrete language arts skills, such as following directions, alphabetization, prediction, <span class="highlight">summarization</span>, picture interpretation, finding the main idea, identifying major and minor characters, classification, reading for details, and detecting mood LA ESOL COMIC BOOK ALPHABETS Students will create alphabet books <span class="highlight">based</span> on comic book characters, elements, and titles
Problem Solving and Response to Intervention/Marston
0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 P e r c e n t a g e LD MMI SNAP Total - Hi Inc 12 Year History of High Incidence Disabilities in Minneapolis From Marston, Muyskens, Lau, & Canter (2003). Problem solving model for decision-mak...
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0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 P e r c e n t a g e LD MMI SNAP Total - Hi Inc 12 Year History of High Incidence Disabilities in Minneapolis From Marston, Muyskens, Lau, & Canter (2003). Problem solving model for decision-making with high-incidence disabilities. Learning Disabilities Research & Practice, 18, 187-200.
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centeroninstruction.org/files/ImplementationOfRtI.pdf#page=47
0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 P e r c e n t a g e LD <span class="highlight">MMI</span> SNAP Total - Hi Inc 12 Year History of High Incidence Disabilities in Minneapolis From Marston, Muyskens, Lau, & Canter (2003). Problem solving model for decision-making with high-incidence disabilities. Learning Disabilities Research & Practice, 18, 187-200.
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