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EIKON, Yale Divinity Digital Image and Text Library
main collections, EIKON, images related to Biblical Studies, and AD HOC, images and digital texts related to the history of Christianity. While the search functions allow searching across both collections, it is clear that each was designed to stand on its own as a resource f...
Angkor, Cambodia: Major Center of Ancient Khmer C
Foundation to understand the centuries-long development of this major city of the Khmer culture. Athena Review Image Archive™ | Paleoanthropology in the News | Guide to Archaeology on the Internet | Free issue | Back issues Main index of Athe...
Groupware
Workflow systems: they route documents through organizations, like for example, the expense report in an organization. May provide features such as routing, development of forms and support for differing roles and privileges. Hypertext: it is a system for linking text document...
TV Networks Refuse to Run Church Ad
text size A A A December 2, 2004 CBS and NBC have refused to air a TV commercial for the United Church of Christ, saying the ad is too controversial. The 30-second commercial shows two bouncers standing in front of a church refusing to let some people in, i...
Annenberg Political Fact Check
and distorted claims on television, radio and even in text messages: A liberal super PAC’s radio ad in Ohio twists Mitt Romney’s words by having him say six times: “I’m not concerned about the very … More >> Campaign Funny Business Novemb...
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in text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships in text. SPI 3003.5.5 Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded wor...
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in text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships in text. SPI 3003.5.5 Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse of statistics, transfer, card stacking). SPI 3003.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14
<span class="highlight">in</span> text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships <span class="highlight">in</span> text. SPI 3003.5.5 Select the persuasive device used <span class="highlight">in</span> an <span class="highlight">ad</span> or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse <span class="highlight">of</span> statistics, transfer, card stacking). SPI 3003.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {<span class="highlight">ad</span> hominem}, false dilemma, false analogy
Microsoft Word - Content Area Reading Middle School.doc
58 RAFT Description: The RAFT strategy (Santa, 1988) encourages students to process information as opposed to simply answer questions. This writing-to-learn strategy enhances the reading of informational text by involving students personally and allowing them to respond creatively. Instead...
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58 RAFT Description: The RAFT strategy (Santa, 1988) encourages students to process information as opposed to simply answer questions. This writing-to-learn strategy enhances the reading of informational text by involving students personally and allowing them to respond creatively. Instead of students responding to text and explaining concepts through the more traditional means of essays and open-ended questions, RAFT encourages creative thinking by motivating students to reflect in
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http://www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#page=58
www.state.tn.us/education/ci/english/doc/READ_Gr_6-8_Content_Area.pdf#pag...
58 RAFT Description: The RAFT strategy (Santa, 1988) encourages students to process information as opposed to simply answer questions. This writing-to-learn strategy enhances the reading <span class="highlight">of</span> informational text by involving students personally and allowing them to respond creatively. Instead <span class="highlight">of</span> students responding to text and explaining concepts through the more traditional means <span class="highlight">of</span> essays and open-ended questions, RAFT encourages creative thinking by motivating students to reflect <span class="highlight">in</span>
Microsoft Word - readstd2g.docreadstd2g.pdf
answer who, what, when, where, and how questions. (c) gives the students before reading, during reading, and after reading questions in order to provide opportunities for the students to respond to the text. (d) using informational text from science or social studies text, creates story m...
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answer who, what, when, where, and how questions. (c) gives the students before reading, during reading, and after reading questions in order to provide opportunities for the students to respond to the text. (d) using informational text from science or social studies text, creates story mobiles using topic, main ideas, and supporting details from a book. The mobile begins at the top with the main idea, adds pieces to support the details of the story. (e) has the student use the QAR
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http://www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&forcedownload=true#page=12
www.ksde.org/LinkClick.aspx?fileticket=jQB3EpZVEoI%3d&tabid=142&mid=8050&...
answer who, what, when, where, and how questions. (c) gives the students before reading, during reading, and after reading questions <span class="highlight">in</span> order to provide opportunities for the students to respond to the text. (d) using informational text from science or social studies text, creates story mobiles using topic, main ideas, and supporting details from a book. The <span class="highlight">mobile</span> begins at the top with the main idea, adds pieces to support the details <span class="highlight">of</span> the story. (e) has the student use the QAR
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