Center to Improve the Tools of Educators
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Center to Improve the Tools of Educators
Today a reader, tomorrow a leader. — Margaret Fuller
Activity
Pressley (2001) points to the well-established relationship or a correlation that good
comprehends tend to have good vocabularies but there is also research showing that
teaching vocabulary will increase readers’ comprehension.
Using a dictionary is a good way to better understand words and improve your
vocabulary. When you “look up” a word, you will want to perform several tasks (See
Figure 2.2).
o Determine the pronunciation. Some on-line dictionaries will have a “hear me”
option.
o Find the parts of speech and related words.
o Identify the word meanings. These meanings are typically listed in a
chronological manner such that the “oldest” meaning is listed first followed by
newer meanings. Note that some dictionaries will specifically identify archaic
(arch) meanings of the word.
o Look up any unknown abbreviations.
o Identify the work origins or etymologies as this may make the word more
memorable.
o Review any examples of use. Try substituting the word in your own sentence.
o Look at any synonyms provided or consider using a thesaurus.
Dictionaries often use terminology and abbreviations to include as much information
as possible in the word meaning. These elements include parts of speech (e.g. noun or
- n) and labels for languages (e.g. Am, Amer or America, American). For an extensive list
of dictionary terminology refer to:
http://dictionary.reference.com/features/wordtraveler22.html
per⋅spi⋅cac⋅i⋅ty
Show Spelled Pronunciation [pur-spi-kas-i-tee]
http://dictionary.reference.com/features/wordtraveler22.html
http://dictionary.reference.com/audio.html/lunaWAV/P03/P0307400
–noun
- keenness of mental perception and understanding; discernment; penetration.
- Archaic. keen vision.
Origin:
1540–50; earlier perspicacite < LL perspic cit s sharpness of sight, equiv. to perspic ci-ā ā ā
(s. of perspic x sharp-sighted; see ā PERSPICUOUS ) + -t s -ā TY ²
Figure 2.2. Sample Dictionary Look-up.
Several suggestions for improving your vocabulary include simply reading more,
doing daily crossword puzzles, attaching a plug-in for “word-of-the-day” on your
internet browser, reading a dictionary, playing scrabble, using a new word each day in
your conversation and writing. These suggestions, established as life-long processes,
will also aid in keeping your mind youthful as you continue to age.
Identify several on-line dictionaries and look up several words and identify key
elements. What did you learn about looking up words that you did not know before
performing this exercise?
Follow-up
Perform a word look up and be able to identify and understand the elements of the
description.
If you were to look up a word in a dictionary and saw the abbreviation LL, what would
that mean to you?
Have you considered a method you could use to improve your vocabulary?
Whole Task Objectives Follow-up
Describe how developing a more powerful vocabulary can have an impact on your
reading comprehension and learning?
How does developing a more powerful vocabulary relate to your overall
understanding of measurement and obtaining measures?
Toolbox Dictionary
2.3 Objective
Locate and understand the main points of paragraphs and chapter sections.
Whole Task Objectives
Apply and test methods to increase reading comprehension and learning.
Understand the purpose of measurement and obtaining measures.
Pretest
Do you have any special technique you use for reading information that you need to
really know? Explain.
Relevancy
There are numerous strategies for improving comprehension, particularly when
reading a text, and SQ3R is time proven five-step reading strategy or model introduced
in 1946 by Francis Pleasant Robinson.
What we become depends on what we read after all of the professors have finished with us. –Thomas Carlyle
Activity
SQ3R is an acronym describing the five steps of the strategy: Survey (or Skim),
Question, Read, Recite (or Recall) and Review (“SQ3R.” 2009; “The SQ3R Method.”
n.d.; “The SQ3R Reading Method.” n.d.).
- Survey or Skim for about two minutes. Before reading the entire chapter, read the
title, objectives, section headings, section subheadings, introduction or abstract,
and summary.
- Question for about 30 seconds. What is the question that this chapter is asking?
What questions are the sections asking? Translate each section heading into a
question.
- Read at a pace that is appropriate for the complexity of the information. Read
only a section at a time and as you read each section attempt to answer the
associated question.
- Recite or Recall for about one minute. Using your own words verbalize orally or
in a written form a phrase that answers the questions and summarizes the topic
of each section. If you can be conversational about the topic, you probably have
a reasonable understanding of it. Thus, it is important that you use your own
words when completing this step.
- Review for less than five minutes. Immediately after your complete step 4,
attempt to recall all of the major points you have produced for the chapter
sections. If you are unable to recall a major point, reread that section. On the
following days, page through the text and your notes to reacquaint yourself with
the important points. Make flashcards or other tools to assist yourself in learning
the information.
Practice the SQ3R process and perform a chapter scan. Did you retain more important?
information than you had before using SQ3R? Why?
Follow-up
What are the elements of the acronym SQ3R?
Given a chapter in your text, list the steps you would perform in order to gain a better
understanding of the material.
Whole Task Objectives Follow-up
How does locating and understanding the main points of paragraphs and chapter
sections have an impact on your reading comprehension and learning?
Toolbox SQ3R
References
Adams, M. J. (1990). Beginning to Read: Thinking and Learning about Print, MIT Press
Baker, S. K., Simmons, D. C., & Kameenui, E. J. (1995). Vocabulary acquisition:
Synthesis of the research (Tech. Rep. No. 13). Eugene: University of Oregon, National
Center to Improve the Tools of Educators.
Eye movement in language reading. (2009, January 31). In Wikipedia, The Free
Encyclopedia. Retrieved Feb. 11, 2009, from
http://en.wikipedia.org/w/index.php?
title=Eye_movement_in_language_reading&oldid=267524159
Frequently Asked Questions, (n.d.) In, National Reading Panel (NRP). Retrieved Feb.
10, 2009, from http://www.nationalreadingpanel.org/faq/faq.htm#19
Mayer, R. (2003). Learning and Instruction. Upper Saddle River, New Jersey: Pearson
Education, Inc.
perspicacity. (n.d.). Dictionary.com Unabridged (v 1.1). Retrieved February 11, 2009,
from Dictionary.com website: http://dictionary.reference.com/browse/perspicacity
Pressley, M. (2001). Comprehension instruction: What makes sense now, what might
make sense soon. Reading Online, 5(2). Retrieved Feb 10, 2009 from
http://www.readingonline.org/articles/handbook/pressley/index.html
Reading: Adjusting speed. (n.d.) In LLCC Study Skills Center. Retrieved Feb. 11, 2009,
from http://74.125.47.132/search?
q=cache:cU8gLoW26ZIJ:www.llcc.edu/LinkClick.aspx%3Ffileticket%3DE
%252F9gTUo194s%253D%26tabid%3D617%26mid
%3D1158+adjusting+reading+rate+comprehension&hl=en&ct=clnk&cd=5&gl=us
Reading rate. (2003, November 6). In Academic Support. Retrieved Feb 11, 2009, from
http://academic.cuesta.edu/acasupp/AS/305.HTM
SQ3R. (2009, January 4). In Wikipedia, The Free Encyclopedia. Retrieved 18:30,
February 11, 2009, from http://en.wikipedia.org/w/index.php?
title=SQ3R&oldid=261900004
The SQ3R Method. (n.d.). Retrieved February 11, 2009, from
http://www.ic.arizona.edu/ic/wrightr/other/sq3r.html
The SQ3R Reading Method. (n.d.). In Study Guides and Strategies. Retrieved February
11, 2009 from http://www.studygs.net/texred2.htm
http://www.studygs.net/texred2.htm
http://www.ic.arizona.edu/ic/wrightr/other/sq3r.html
http://en.wikipedia.org/w/index.php?title=SQ3R&oldid=261900004
http://en.wikipedia.org/w/index.php?title=SQ3R&oldid=261900004
http://academic.cuesta.edu/acasupp/AS/305.HTM
http://74.125.47.132/search?q=cache:cU8gLoW26ZIJ:www.llcc.edu/LinkClick.aspx%3Ffileticket%3DE%252F9gTUo194s%253D%26tabid%3D617%26mid%3D1158+adjusting+reading+rate+comprehension&hl=en&ct=clnk&cd=5&gl=us
http://74.125.47.132/search?q=cache:cU8gLoW26ZIJ:www.llcc.edu/LinkClick.aspx%3Ffileticket%3DE%252F9gTUo194s%253D%26tabid%3D617%26mid%3D1158+adjusting+reading+rate+comprehension&hl=en&ct=clnk&cd=5&gl=us
http://74.125.47.132/search?q=cache:cU8gLoW26ZIJ:www.llcc.edu/LinkClick.aspx%3Ffileticket%3DE%252F9gTUo194s%253D%26tabid%3D617%26mid%3D1158+adjusting+reading+rate+comprehension&hl=en&ct=clnk&cd=5&gl=us
http://www.readingonline.org/articles/handbook/pressley/index.html
http://dictionary.reference.com/browse/perspicacity
http://www.nationalreadingpanel.org/faq/faq.htm#19
http://en.wikipedia.org/w/index.php?title=Eye_movement_in_language_reading&oldid=267524159
http://en.wikipedia.org/w/index.php?title=Eye_movement_in_language_reading&oldid=267524159
- Reading Research
Q&A
Address any issues from prior session.
3.1 Objective
Identify key structural elements of a research article for effective reading.
Whole Task Objectives
Apply and test methods to increase reading comprehension and learning.
Understand the purpose of measurement and obtaining measures.
Relevancy
Reading research articles can be daunting for the uninitiated particularly when the
article is peppered with statistics and discipline specific charts. So, developing an
effective process for reading research becomes important in order to: use your time
efficiently, determine the importance of the article; and to use search engines
efficiency for finding comparable research.
Always read something that will make you look good if you die in the middle of it. — P. J. O’Rourke
Pretest
Have you spent much time reading research? If so, what technique do you use to
efficiently read the material. Explain.
Activity
Research writing occurs in many formats that are specific to both the methods being
used in the research and the discipline or branch of learning. For simplification we
will identify two types of research articles you will probably encounter in your studies.
First, a research study is intended to discover or interpret some matter that typically is
used to advance human understanding or learning. The research process can use a
scientific method or techniques that measure the outcomes. Second, a research article
or essay may use a research format for its presentation of information.
Whether a research study or an essay, the article is often organized in a format that
permits other researchers to effectively interpret the findings. The research article
often contains a Title, Abstract, Keywords, Introduction, Method, Results, Discussion,
Summary, and References.
Very briefly, these formatting or presentational components are as follows:
o Title: identifies the study.
o Abstract: brief overview of the study.
o Keywords: term(s) that captures the essence of the topic and a basis for using
search engines e.g. Google Scholar.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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