Sentences with phrase «effect text structure»

One teaching strategy that is often effective in teaching students to recognize and understand the cause and effect text structure is to teach signal words (because, so, since, etc..)

Helping adolescents understand cause / effect text structure in social studies.

Not exact matches

Standard: Describe the overall structure (chronology, comparison, cause / effect, problem / solution) of events, ideas, concepts or information in a text or part of a text.

*** Includes 129 original reading passages and comprehension questions *** *** Includes 30 fluency passages *** *** Includes 11 Reading Posters *** - character, setting, realism and fantasy, main idea and details, cause and effect, author's purpose, compare and contrast, sequence, plot, theme, and drawing conclusions *** Includes four level charts for teachers, parents, or students, so that they can keep track of their progress *** *** Includes a roster - words correct per minute for each student / child for fall / winter / spring *** Skills addressed in this resource: # 1 - think and search # 2 - author and me # 3 - analyze text structure # 4 - identify setting # 5 - identify character # 6 - identify plot # 7 - make and confirm predictions # 8 - cause and effect # 9 - compare and contrast # 10 - retell # 11 - classify and categorize # 12 - alliteration # 13 - rhyme and rhythmic patterns # 14 - onomatopoeia # 15 - similes # 16 - repetition and word choice # 17 - sensory language # 18 - study skills # 19 - text features # 20 - genres This is GREAT practice for testing while also providing a lot of fluency practice!

Contains - Alphabet (topic word for each letter)- Comic Summary (read a story and summarise it in comic form)- Hand (research a volcano in history and pull out main facts)- Imagination (descriptive writing prompt)- One Sentence Only (summarise each paragraph in a chosen text)- Positive and Negative effects (foldable sorting effects of volcanoes)- Storyteller (narrative writing prompt)- Structure of a volcano (information sheet for students to create a volcano diagram)- Types of volcano (foldable that involves matching names, description and picture)- Volcanic Eruptions Comprehension (information passage with questions)- Volcano cloze (information text with missing words about volcanoes)- Volcano explorer (gathering information from interactive voclano website)- Volcano Vocabulary (foldable involving matching topic words to definitions)- Witness vs. Scientist (foldable involving sorting statements)

A topic sentence using this text structure can focus the reader on the cause (s), the effect (s), or both.

ABSTRACT Title of Dissertation: THE EFFECTS OF EXPLICIT INSTRUCTION OF EXPOSITORY TEXT STRUCTURE INCORPORATING GRAPHIC ORGANIZERS ON THE COMPREHENSION OF THIRD - GRADE STUDENTS

Title of Dissertation: THE EFFECTS OF EXPLICIT INSTRUCTION OF EXPOSITORY TEXT STRUCTURE INCORPORATING GRAPHIC ORGANIZERS ON THE COMPREHENSION OF THIRD - GRADE STUDENTS Lynn M. Newman, Doctor of

We need a more structured evaluation of the curriculum created (e.g., modified text and use of e-reader tools) and the effects of instruction (e.g., evaluations tied to student learning gains and student engagement).

Researchers agree that teachers should model and support comprehension before, during, and after reading by teaching text structures; using graphic organizers such as Venn diagrams, cause and effect charts, and story maps; and creating study guides that students can complete (Carasquillo et al., 2004).

Describe the overall structure (e.g., chronology, comparison, cause / effect, problem / solution) of events, ideas, concepts, or information in a text or part of a text.

Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Working with photography, sculpture, and text - based interventions, Thomas has mined popular culture, media, and branding to reveal the effect of power structures on the way we interpret the world around us.

There must necessarily be a difference between «serious grounds of public policy or public security» and «imperative grounds of public security» to give effect to the text and structure of Article 28, as also the Court emphasizes (para 19).