Sentences with phrase «interpret texts they read»

Not exact matches

To create simple explanations you need to interpret and understand what you're reading, not just superficially skim through a text.

Using books of the Bible as their primary texts, and following a set pattern, one person would read the text in Hebrew, and another would interpret it into Greek, and then the text would be explained and applied (cf. Acts 2:42; 13:14 - 15; 14:1 - 3; 15:21; 18:4; 19:8 - 10; etc.).

It really helped us realize the real - world implications for how we read each other's texts, and how vulnerable we feel when others are interpreting our scriptures in certain ways.

«We were reading and discussing certain Hebrew scriptures,» he says, «and one of the Jewish participants in our group suddenly broke down and told us how painful it was to hear the way Christians were interpreting «his» texts.

While I appreciate the approach that DTS teaches, it can really only be followed by expert scholars and theologians, and is not feasible for the average student of Scripture, which indicates to me that it is not the only oven the best way of reading and interpreting the biblical text.

Smith rightly notes that, with this approach, «different groups of Christians end up invested in different interpretive paradigms, learn to ignore certain potentially threatening leftover texts, and are persuaded that the remainder of leftover texts can be explained away on an ad hoc basis when they are «rightly understood,» read in proper context, or otherwise «correctly» interpreted.»

... the texts bequeathed by the [Second Vatican] Council Fathers... need to be read correctly, to be widely known and taken to heart as important and normative texts of the Magisterium, within the Church's Tradition... «if we interpret and implement guided by a right hermeneutic».

@ End Religion — EVERY text (including the one you're reading right now) has to be interpreted....

As reality did not need to be interpreted, it was mistakenly concluded that the biblical text could be read in a straightforward manner without interpretation.

I think I would interpret the words of the Angel of the Lord and the bartering with Abraham a bit differently than you have, though I admit that my way may not be the most straightforward way of reading the text...

«What a pompous a $ $ you are telling everyone how to interpret the book...» — I'm not «interpreting» the text — I'm simply reading it straightforwardly.

Of course, I am not a theologian or well read or educated in the Bible with all the pertinent historical, cultural, or grammatical facts required to understand and interpret the text in my intellectual grasp, so I may have misunderstood your meaning, missed a point, or maybe we're saying the same thing but each from a different perspective, like is said those who misread Paul's Roman epistle and James» epistle.

We know fison isn't doing that because of the first statement where fison takes full ownership of what he says, and the bible doesn't specifically name Gandhi as being in hell (although the text would be interpreted by many thoughtful readers as saying he is) but, taken as a separate statement, the second post reads as «don't blame me, it's the bible's fault.

It must've taken you a while... I mean not just reading it but interpreting and analyzing the texts.

If we are to interpret each text correctly, we must neither read latter insights into earlier thought nor try to make earlier comments consistent with latter judgements.

Tilùèn Kendhal says «You do realize everything you read is interpreted by your brain given your experience and what you beliefs are and how you analyse the text..

You do realize everything you read is interpreted by your brain given your experience and what you beliefs are and how you analyse the text..

Consistent with recommendations in the Next Generation Science Standards, the new THSB unit is designed to help students understand and use scientific practices of reading scientific texts, analyzing and interpreting data, building and using models, and constructing explanations along with a coherent set of core ideas about chemical reactions to make sense of interesting physical and life science phenomena.

Reading and interpreting a text will not do enough.

With informational texts [at the Advanced level], students are able to read relatively complex tasks, interpret that information from different parts of the text and integrate information from across the texts.

While in middle school, students need to read nonfiction texts that contain many technical, discipline - specific words, but these texts also include many «all - purpose» academic words, such as factor, structure, function, and interpret.

It follows this learning journey: - Reading, and interpreting the ending of the text; - Inferring the hidden meanings in the final section of the text; - Identifying the options available to George, and evaluating the pros and cons for each of them; - Arguing a viewpoint either justifying or condemning George's actions; - Evaluating each others» argumentative attempts.

Reading and interpreting multiple forms of texts can be a daunting task.

They are asked to read closely, make inferences, cite evidence, analyze arguments and interpret words and phrases as they are used in a text.

Students learn through the following tasks: - Gauging and collaborating previous knowledge through an interactive starter task; - Identifying the descriptive devices in sentences written about 19th Century characters; - Building close reading skills through a study of a fiction extract from Frankenstein - Answering exam - style questions interpreting and inferring the key meanings in the text; - Using models and templates to write extended analysis responses about the descriptive language used in the fiction extract; - Peer assessing their partners» learning attempts.

This resource pack includes: - A visually engaging whole - lesson PowerPoint presentation; - A clear and interesting worksheet for the development task; - The opening of the text for students to read and interpret; - Context information cards for the card - sorting game; - A detailed lesson plan, complete with what the teacher and students should aim to achieve at each stage of the lesson.

- Activities are designed to support the skills needed for the new GCSE specification, including «reading between the lines», looking for gist and interpreting texts beyond basic - level comprehension.

Over the course of this journey, they become able to: - Define the key term «bravery» and understand its position as a theme within the plot; - Read the story «Perseus and Medusa» and interpret the key meanings; - Identify, explain, and analyse the key plot elements and themes in «Perseus and Medusa;» - Storyboard the main plot features in the text; - Engage deeply with the text by inferring the thoughts and feelings of the main character; - Peer assess each other's learning attempts.

Encourage close reading with strategies that ask students to analyze, interpret, critique and make connections to texts, and to discover the relevance of their reading within a larger context.

Students who perceived freedom of choice in reading, writing, and interpreting texts reported more involvement, curiosity, and challenge than did students who did not perceive such freedom (Ng, Guthrie, Van Meter, McCann, & Alao, 1998).

The original activity codes (e.g., phonics, comprehension, vocabulary, directed reading of narrative text, directed reading of informational text, literature circles) proved somewhat more challenging because of the ways in which teachers interpreted the directions.

With a focus on fostering close reading habits in the beginning of the year you are building strong readers that will be able to interpret a text on a high level independently.

The ability to read and interpret informational text is undeniably important.

It engaged students in different levels of discussion as they read the text, gathered and interpreted information, and then wrote about their interpretations.

Prerequisite skills and capabilities include, but are not limited to, proficiency in reading a range and type of material, with an emphasis on informational texts; fluent writing in several modes, most notably expository, descriptive and argumentative; quantitative literacy through algebra and including geometry, combined with the ability to understand and interpret data; a understanding of the scientific method and some insight into the organization of knowledge in the sciences; an awareness of how social systems operate and how they are studied; basic proficiency in a second language and awareness that languages reflect cultures; and experiences in and appreciation of creative and expressive arts.

Reading asks you to interpret and imagine the text in a way that no one else will.

Alongside the realized proposals (there are 2 of the 12 Proposals unrealized in Twofold at Sean Kelly Gallery) are the equally important non-realized proposals, which I do not consider to be failures because the individuals reading the typewritten text complete the work through how they respond to and interpret it.

I read texts on or by Jeffrey Steele, Gillian Wise, Charles Biederman, Anthony Hill, Kenneth Martin etc. and, wanting to turn the pages, I have the sense of a past that is locked, only partially accessible via faded documents, memory and influence, as if the works on the wall are familiarly connected to the archive material or they can be interpreted as having evolved from a «constructive context», some more consciously connected to the base than others, like the system formula that eludes my attempt to discern it, or like Noureldin's drawings wending their way through various permutations, continually repeating and changing, awareness of the past leading to an informed openness to an unknown future.

If you are going to use this information in an official capacity, I recommend you read and interpret the official documents linked from the text above yourself!

In unadjusted models, experiencing 1 ACE was associated with poor teacher - reported language and literacy skills (odds ratio [OR]: 1.5, 95 % confidence interval [CI]: 1.1 — 2.1), science and social studies skills (OR: 1.6, 95 % CI: 1.1 — 2.4), and math skills (OR: 1.6, 95 % CI: 1.1 — 2.3), as well as not yet or beginning to understand and interpret a story or other text read to the child (OR: 1.6, 95 % CI: 1.04 — 2.4).

Reading Comprehension resources are available for four main skills areas — Retrieving directly stated information, Interpreting explicit information, Interpreting implied information, and Reflecting on the text — for Foundation to Year 10.