Sentences with phrase «using text structures»

For example, there has not been — and there should have been — emphases on such topics as asking and answering questions and knowing and using text structures.

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

A: Strategies Include: Predicting, Questioning, Making Connections, Using Text Structure & Text Features, Visualizing, Inferring, Determining Important Ideas & Information, and Synthesizing & Summarizing

Not exact matches

The things that the are contained in the document (text, photos, audio and video files, etc.) were all put there using HTML structure.

You can use tools like Screaming Frog to analyze your website structure and any keyword commonalities in title tags, meta descriptions, heading tags, alt text, and other areas.

What is less clear to me is why complementarians like Keller insist that that 1 Timothy 2:12 is a part of biblical womanhood, but Acts 2 is not; why the presence of twelve male disciples implies restrictions on female leadership, but the presence of the apostle Junia is inconsequential; why the Greco - Roman household codes represent God's ideal familial structure for husbands and wives, but not for slaves and masters; why the apostle Paul's instructions to Timothy about Ephesian women teaching in the church are universally applicable, but his instructions to Corinthian women regarding head coverings are culturally conditioned (even though Paul uses the same line of argumentation — appealing the creation narrative — to support both); why the poetry of Proverbs 31 is often applied prescriptively and other poetry is not; why Abraham, Isaac, and Jacob represent the supremecy of male leadership while Deborah and Huldah and Miriam are mere exceptions to the rule; why «wives submit to your husbands» carries more weight than «submit one to another»; why the laws of the Old Testament are treated as irrelevant in one moment, but important enough to display in public courthouses and schools the next; why a feminist reading of the text represents a capitulation to culture but a reading that turns an ancient Near Eastern text into an apologetic for the post-Industrial Revolution nuclear family is not; why the curse of Genesis 3 has the final word on gender relationships rather than the new creation that began at the resurrection.

Last year, Gorsuch spoke of how he agreed with Scalia that judges should use «text, structure and history» to understand the law, and «not to decide cases based on their own moral convictions or the policy consequences they believe might serve society best,» The Washington Postreported.

He covers the use of narrative and genealogical forms, the literary unity of the text, its structure and theme, and the issue of faith and history.

The educational sessions were internally developed by the authors using standard texts and review articles, with additional input from local lactation consultants and pediatrician colleagues.1, 2,10 — 14 Residents were assigned standard review articles and other readings before and during the intervention to facilitate their participation in the activities.1, 10 — 14 The series was structured as follows:

For instance, the texts were analyzed with regard to how many different words are being used, the average number of words per sentence, grammatical structures, how often the genitive — an indicator for high education in German — is used, or the number of connectors, meaning words that signal semantic relations such as «however» or «instead.»

Users can search canSAR using text queries, protein / gene name searches, any keyword searches, chemical structure searches and sequence similarity searches.

You see I want to talk about the film's structure, how its episodic and unfocused storyline actually points toward its origins as a manga, and how while having little in the way of actual plot the film uses metaphor and subplot as text rather than subtext.

Consider pulling together small groups of the students using the same or similar texts to work together on text structure identification.

Close reading usually requires that you do more than just read what the text says, but that you try to understand how the text works (why the author used a particular word or structure).

Students still need to know how to type efficiently and ergonomically (despite speech to text systems), and how to structure a document and use styles correctly, but now they also learn to text rapidly using just their thumbs on their smartphones and can consult or update a Google Doc on the run.

Abridged versions present at least two main drawbacks: they are not authentic material, and since they are texts used only as a means to display language structure, there is little, or no engagement at the discourse level, on the part of the student.

«I used the mind map to illustrate the different types of text structures students encounter while reading.»

Some of the high school texts were absolutely first - rate, and new - math - era textbooks like Mary Dolciani's «Structure and Method» series for algebra and geometry continue to be used by math teachers who understand mathematics and how it is to be taught.

You can use decodable text without a structured phonics program, but it is not as efficient.

Analysis of the following texts: - leaflets - theme of holidays and attractions - articles - theme of legal driving age - reports - adverts - newspapers - range of broadsheet and tabloid - posters - NSPCC - social media - tv news - autobiography - letters - ban mobile phones Differentiation by colour: yellow = higher ability blue - middle ability purple = lower ability These resources provide opportunities to: - Analyse language, form and structure of non fiction texts - analyse the use of persuasive language - write persuasively - create a wide variety of non fiction texts - explore texts from a variety of sources and media - explore relevant topics for young people - develop speaking and listening skills Ideal for KS3 ahead of GCSE 9 - 1

The lesson follows a clear and logical learning journey, with students learning to: - Understand the key terms «compare» and «contrast», and the importance of these skills in English; - Categorise the different features that they can compare, under the headings «Purpose», «Audience», «Language» and «Structure;» - Read (and identify the key features within) two morally and ethically intriguing texts, offering diverse views of young people in the media; - Compare the two texts, using a clear and concise template, and newly - acquired knowledge of different types of connectives; - Peer - assess each other's comparative essay attempts.

Identifying and Unscrambling Text Types and Jobs that use Structured Arguments 4.

They will focus particularly on the purpose, audience, language, and structure of texts, and will learn to use comparing and contrasting connectives to highlight any similarities and differences.

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q1 and Q2 and cover the following: - structure strip to help form better responses to question 2 (synthesis)- introduction to paper 2 - expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam) for the texts read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore audience and purpose Regular assessments are included to assess students ability in true or false and synthesis tasks.

The following texts are explored and included in this bundle: - Martin Luther King I have a dream speech - Rudolf Holsse - concentration camp German perspective - Anne Frank's diary - Teenage lottery winner article Differentiation by colour: purple = low ability blue = middle ability yellow = high ability Resources provide opportunities to: - analyse language and perspective - compare non fiction texts - synthesise information - create non fiction texts - plan effective speeches using the 6 part structure - debate - speaking and listening

At least 8 lessons worth of resources to support the teaching of creative writing (narrative and descriptive) and take stimulus from the following texts / events: - Castaway - The London riots - The Edge These resources provide opportunities to: - Describe using the senses - watch clips from Castaway and use as a stimulus for own writing - up level vocabulary - identify figurative and use in own writing - develop characterisation - develop narrative structure - assess against GCSE criteria - create tension and suspense

These can be used when writing about animals for an information text and give children a basic structure to their main paragraphs.

A text about health which can be used as a reading comprehension or to identify words / structures

Our refutation text was 300 words, written to address common misconceptions about the CCSS and using the three - part structure previously described for each misconception.

Use and imitate mentor texts: Harry Noden, author of Image Grammar: Teaching Grammar as Part of the Writing Process, suggests exposing students to excerpts with different grammatical structures and moves and then having them imitate the excerpts to deepen their understanding of what the authors are doing.

4 - Put adverb in right position 5 + 6: Two short texts (5 is simpler) that the students have to read and complete using accurate adverbs while maintaining the structure and context of the text.

Excellent to expand vocabulary and structure speaking / writing production (the text can be used as a writing frame) and for culture (finding out about Montpellier).

Writing frames help struggling writers use appropriate text organization for summarizing content area information that adheres to a basic structure (e.g., compare - contrast).

This stimulating and thought - provoking lesson enables students to create playscript texts containing appropriate and imaginative content choices, using knowledge of genre and narrative structure to form engaging subject matter.

The topic sentence in a paragraph that uses the problem / solution text structure clearly identifies a problem for the reader.

We use a 4 - step routine that creates a potent combination of Cornell notes and structure analysis to produce: 1) college - level notes, 2) main ideas, 3) summaries, 4) graphic organizers and structure analysis, 5) questions beyond the text, 6) evidence, and 6) clear pre-writing.

«This way to use the informational text structures has helped a lot.

Once children know how to apply and integrate the strategies of predicting, sampling and confirming text, and can regain control when meaning is lost, the focus of guided reading can shift to making children aware of how they can use these competencies to cope with more complex challenges in content and structure.

These included strategies for building vocabulary, helping students understand text structures, and using anticipation guides, graphic organizers, and think alouds.

Below is my alternative to a traditional plot chart, or story mountain, that I use to teach literary elements and text structures.

They may also select more words to teach before writing, depending on the complexity of the text structures to be used.

Or, you could use the text - to - text, text - to - self, text - to - world strategy to structure students» note - taking.

FEATURES Engages students with the challenge of a puzzle Focuses on the use of text structures and features as a comprehension strategy for informational text Targets clearly stated objectives Provides flexible grouping opportunities: independent practice and work stations Gives immediate feedback for self - checking INCLUDES 20 Student activities on nonconsummable cards 1 Self - correcting Answer Case Teacher Note

For example, in the U.S. Government Comprehensive Course, students are shown how good readers in social studies use knowledge of text structures to organize information as they read and how good readers make inferences during reading.

When text is structured in a sequential format, using signal words such as first, second, and last can support comprehension (Beers, 2002).

Using picture books as mentor texts will help your students not only read as writers and write with joy but also become writers who can effectively communicate meaning, structure their writing, write with detail, and give their writing their own unique voice.

Her particular area of interest is working across the academic content areas, helping teacher develop focusing questions, selecting and using complex texts, developing strategies for building knowledge and oral processing, writing structures, and providing formative feedback.

Using knowledge of text features (e.g., headers and bolded text) and text structures can support students» ability to create summaries in social studies.

Using knowledge of text structure Text structures are organizational patterns that organize texts (Kerper, 19text structure Text structures are organizational patterns that organize texts (Kerper, 19Text structures are organizational patterns that organize texts (Kerper, 1998).

For example, reading text requires use of a very complex combination of skills: recognizing and producing sounds, linking sounds to letter, rapidly linking this all to a whole page of words, all the while structuring what is read, asking questions about what is read, summarizing, and predicting what is coming next in order to ultimately comprehend what was read.