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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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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
Commonality in Diversity
Commonality in Diversity - WebQuest This page uses frames, but your browser doesn't support them.
Scholastic: Literature Circles in Action
from offered choices or by criteria given by teacher. Review all role sheets together; then each student chooses a role not previously performed. Roles can be on an assigned rotation within the novel or last the duration of the novel. Read text and share completed roles with group. As a group...
Scholastic: Literature Circles for High School Reluctant Readers
Thinkig Through the Levels of a Story Culminating Activity Students choose between creating a summarization storyboard, a graphic novel of the book (or selected section of the book), performing a scene from the book with a context book talk, or writing a character journal. These projects all...
Diversity in the Age of Globalization
Diversity in the Age of Globalization Home Editorial Letter from the President WorldWire News from around the world The Theme Diversity in the Age of Globalization RoundTable Indigenous Internet: Can traditional peoples survive the Information Age? The Accidental Empire...
Historical enquiry and changing models of authorship: Lydgate
The author-based emphasis of early Middle English criticism. The displacement of the author by New Criticism. Historical enquiry and changing models of author- ship: Derek Pearsall on Lydgate. Medieval literary theory and authorship: Alastair Minnis on Chaucer. Textual criticism and authorshi...
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The author-based emphasis of early Middle English criticism. The displacement of the author by New Criticism. Historical enquiry and changing models of author- ship: Derek Pearsall on Lydgate. Medieval literary theory and authorship: Alastair Minnis on Chaucer. Textual criticism and authorship: Tim William Machan on Henryson. We can gain an initial picture of the diversity and richness of Middle English literary criticism by considering some of the contrasting approaches taken to the question of
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The author-<span class="highlight">based</span> emphasis of early Middle English criticism. The displacement of the author by New Criticism. Historical enquiry and changing models of author- ship: Derek Pearsall on Lydgate. Medieval literary theory and authorship: Alastair Minnis on Chaucer. Textual criticism and authorship: Tim William Machan on Henryson. We can gain an initial picture of the <span class="highlight">diversity</span> and richness of Middle English literary criticism by considering some of the contrasting approaches taken to the question of
Reflections About Diversity
McREL: Mid-continent Research for Education and Learning, Content Knowledge Standards and Benchmark Database Mid-continent Research for Education and Learning Home |Browse |Search Purpose |History |Process |Acknowledgment |Reference McREL Standards Activity Reflections About Diversity...
Benthic Macroinvertebrates
for the diversity index. 5. Recording of data It is necessary to know how many individuals of each species were found at each station. Macroinvertebrate Monograph The end result of this activity is a descriptive monograph, with drawings and text, of a single stream insect found d...
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