Do not over use bullet points in a presentation, it may cripple it. Do not use big words, or words that may have difficulty being understood Do not be comical, be professional you are demonstrating a presentation, not doing stand-up comedy. You may feel the need to incorporate props into your presentation, this is great, but do not over due it. Do not focus on yourself or your achievements focus on what you will be able to do to help the company achieve more.
The child knows that print carries meaning by: Recognizing that words are made up of combinations of letters Identifying specific letters in unfamiliar words Writing with mock letters or writing that includes features of real letters The child can identify and name letters of the alphabet by: Saying the alphabet Pointing out letters of the alphabet in a text The child knows that letters are associated with sound by: Naming all the objects in a room that begin with the same letter Pointing to words in a text that begin with the same letter Picking out words that rhyme Trying to sound out new or unfamiliar words while reading out loud The child knows using words can serve various purposes by: Pointing to signs that indicate specific places, such as a play area, a restaurant, or a store Writing for different purposes, such as writing a pretend grocery list, writing a thank-you letter, or writing a menu for play The child knows how books work by: Holding the book right side up Reading from left to right and top to bottom Beginning reading at the front of the book and moving sequentially to the back The child can link text to previous learning by: Using phonic and simple word context clues to figure out unknown words Using word parts e.
Coming to a conclusion about events, characters, and settings in stories Comparing settings, characters, and events in different stories Explaining reasons for characters acting the way they do in stories The child understands the characteristics of various simple genres e.
Explaining the differences among simple genres Writing stories that contain the characteristics of a selected genre The child used correct and appropriate conventions of language when responding to written text by: Saying what a book, story, or article is about in one or two sentences Picking out the main idea and supporting details The student demonstrates an ability to read critically by: Explaining what happened in a book or story, what makes the main characters tick, and the authors reason for writing it Using information in a book to draw conclusions about its characters, events, or settings The student continues to enjoy reading by Checking out books from the school or local library to read for fun Reading magazines and newspapers out of interest The student uses strategies while reading a variety of texts e.
Trying to read a difficult section again to help understanding Connecting new information to previous learning or real-life experiences Identifying questions to be asked and answered while reading Making, confirming, and revising predictions as needed Consciously creating and changing mental pictures to increase comprehension of the text Drawing conclusions and making inferences based on explicit and implicit information Rereading or discussing the confusing parts with others to clear up any confusion The student demonstrates understanding of how the elements and characteristics of literature interact by: Distinguishing whether an author is writing in the first or third person Explaining how the actions of the characters, the setting, and plot development support the story line Discussing any recurring themes that may exist from one piece of literature The student uses correct and appropriate conventions of language when responding to written text by: Reading and understanding school textbooks Reading and understanding classic novels like Great Expectations and To Kill a Mockingbird Reading and understanding general audience magazines like Time, Newsweek, Discover, and Psychology Today The student demonstrates reading comprehension by: Explaining a characters traits, motivation, and actions in the story Explaining the theme, message, or moral of a book or story Explaining how the authors style and word choice affect the reader and contribute to the story Comparing one books style and message to anothers The student can summarize and combine information from different sources by: Writing reports blending information from newspapers, magazines, and journals The student can read and create charts and graphs by: Reading and following bus schedules and maps Making graphs from information like test grades or daily high and low temperatures The student can find information in print and through electronic references by Looking up information in encyclopedias, both print and CD-ROM Using the online card catalog at the library to find books Using the Readers Guide to Periodicals to find information The student continues to enjoy reading by: Checking out books from school or the local library to read for fun Reading magazines and newspapers out of interest Grade 12 The student reads to build knowledge and skills by: Summarizing a text Converting or manipulating the information to fit other learning situations Drawing conclusions from evidence in the text Identifying and analyzing new terminology The student reads to understand and solve problems by: Discovering new, existing, or different relationships among texts and across disciplines Organizing information to understand it Using inductive and deductive reasoning The student analyzes what has been read and judges the merit of the information by: Identifying inconsistencies in the text, examples of biases in writing, and support for arguments Evaluating texts for purpose, structure, content, detail, and effect Identifying literary devices used and their effects on the message Identifying themes and tying them in to the effectiveness or lack of of the text The student demonstrates aesthetic appreciation of reading materials by:Explorers include Columbus, Magellan, and others.
Most of the worksheets on this page align with the Common Core Standards. To see CCSS connections, simply click the common core icon. Collins Primary Focus Comprehension helps children to develop and consolidate essential reading comprehension skills.
It combines stimulating fiction and non-fiction texts from top authors, with practical comprehension activities, extensive teacher support and APP guidance to help children read for meaning and build higher-order thinking skills.
View Notes - Checkpoint Reading and Comprehension from GEN at University of Phoenix. anything else while I was “testing” myself.
The reading selection was about making a business presentation. Cambridge Checkpoint Paper One Paper 1 is a non - fiction paper.
The comprehension texts are non - fiction and students will have to write a non - fiction text. Teachers can use classroom management strategies which involve student participation, developing comprehension skills and encouraging further reading and writing. This series can used to supplement the "Language Checkpoints" programme.
and mathematical skills. It was found that children who had high scores in reading comprehension also did well on tasks that involved math skills such as solving word problems (Helwig, Rozek-Tedesco, Tindal, Heath & Almond, ).