http://money.cnn.com/2007/02/20/magazines/fortune/lottery_winnings.fortune/index.htm
http://lottoreport.com/sadbuttrue19.htm
Thursday, October 18, 2007
Thursday, October 11, 2007
Questioning Strategies
Questioning Strategies
Developed by Karen Kimmel for the Gallaudet University English Department from Dr. Gerald Begy, SUNY College at Brockport
from: http://depts.gallaudet.edu/englishworks/reading/queststrategy.html
Memory Questions:
Who? What? Where? When? Why? How?
Definitions of Terms:
What is the author's meaning of the term?
What is your meaning of the term?
Does the term change meaning in the article?
Generalizations:
What events led to this situation?
In what three ways does this situation resemble . . . ?
How do these events cause change?
Values:
What is said about this topic? Do you agree?
What kind of person supports this topic?
Did anyone say or do something that you wouldn't do?
Translations:
Retell this situation in your own words.
What kind of diagram could you use to illustrate this concept?
How could we restate these ideas for a person from another culture?
Comparisons:
How is this idea like . . . ?
How does this idea today compare with ideas of 20 years ago?
How does this idea in the U.W. compare with ideas in another country?
Which three ideas are most alike?
Implications:
What will these ideas lead to . . . ?
What justification does the author give for these ideas?
If these ideas or events continue to happen, what will result?
Applications:
How can these ideas be applied to life here in school?
How can we show from this story that we need . . . ?
What would be necessary if we wanted to . . . ?
Analyses:
Discuss the statement, "ASL is not a language."
Some people think that English skills deteriorate when Sign is used, on what do they base this assumption? What do you think?
Evaluation:
What do you think of the person or situation; why do you feel this way?
Find the opinions; find the facts. Are the supporting reasons logical? emotional? ethical?
Developed by Karen Kimmel for the Gallaudet University English Department from Dr. Gerald Begy, SUNY College at Brockport
from: http://depts.gallaudet.edu/englishworks/reading/queststrategy.html
Memory Questions:
Who? What? Where? When? Why? How?
Definitions of Terms:
What is the author's meaning of the term?
What is your meaning of the term?
Does the term change meaning in the article?
Generalizations:
What events led to this situation?
In what three ways does this situation resemble . . . ?
How do these events cause change?
Values:
What is said about this topic? Do you agree?
What kind of person supports this topic?
Did anyone say or do something that you wouldn't do?
Translations:
Retell this situation in your own words.
What kind of diagram could you use to illustrate this concept?
How could we restate these ideas for a person from another culture?
Comparisons:
How is this idea like . . . ?
How does this idea today compare with ideas of 20 years ago?
How does this idea in the U.W. compare with ideas in another country?
Which three ideas are most alike?
Implications:
What will these ideas lead to . . . ?
What justification does the author give for these ideas?
If these ideas or events continue to happen, what will result?
Applications:
How can these ideas be applied to life here in school?
How can we show from this story that we need . . . ?
What would be necessary if we wanted to . . . ?
Analyses:
Discuss the statement, "ASL is not a language."
Some people think that English skills deteriorate when Sign is used, on what do they base this assumption? What do you think?
Evaluation:
What do you think of the person or situation; why do you feel this way?
Find the opinions; find the facts. Are the supporting reasons logical? emotional? ethical?
Thursday, October 4, 2007
Reading Links
Reading Links List from TESOL:
http://iteslj.org/links/ESL/Reading/
Takako's Great Adventure
http://international.ouc.bc.ca/takako/
Voice of America:
Chimp http://www.voanews.com/specialenglish/2007-11-19-voa1.cfm
http://iteslj.org/links/ESL/Reading/
Takako's Great Adventure
http://international.ouc.bc.ca/takako/
Voice of America:
Chimp http://www.voanews.com/specialenglish/2007-11-19-voa1.cfm
Parts of speech
n. (noun) - a name word; name of a person, place, thing, or idea
pn. (pronoun) - a word used in place of a noun
vb.(verb) - word for an action or state of being
adj. (adjective) - a describing word
adv. (adverb) - aa modigying word
prep. (preposition) - a word used to show a relation
intj. (interjection) - an interrupting word
conj. (conjunction) - a combining word
HAVE you ever heard anyone say, “I feel badly”? Of course you have, because almost everyone seems to have the mistaken idea that “I feel bad” is awkward and inelegant. In order to understand why “I feel bad” is correct, we must understand the difference between adjectives and adverbs.
ADJECTIVES AND ADVERBS
As you recall, an adjective can modify either a noun or a pronoun; whereas an adverb modifies a verb, an adjective, or another adverb. The following chart of a sentence will enable you to fix these facts in mind. As you study the plan, remember that the subject and the object must always be nouns or other parts of speech used as nouns.
Two Positions of the Adjective
Few of us have any difficulty in identifying an adjective when it is close to the noun it modifies. In each of the four sentences at the top of Page 4, the adjective immediately precedes the noun it modifies.
pn. (pronoun) - a word used in place of a noun
vb.(verb) - word for an action or state of being
adj. (adjective) - a describing word
adv. (adverb) - aa modigying word
prep. (preposition) - a word used to show a relation
intj. (interjection) - an interrupting word
conj. (conjunction) - a combining word
HAVE you ever heard anyone say, “I feel badly”? Of course you have, because almost everyone seems to have the mistaken idea that “I feel bad” is awkward and inelegant. In order to understand why “I feel bad” is correct, we must understand the difference between adjectives and adverbs.
ADJECTIVES AND ADVERBS
As you recall, an adjective can modify either a noun or a pronoun; whereas an adverb modifies a verb, an adjective, or another adverb. The following chart of a sentence will enable you to fix these facts in mind. As you study the plan, remember that the subject and the object must always be nouns or other parts of speech used as nouns.
| THE SENTENCE PLAN | ||
| Subject | Verb | Object |
| Adjective | Adverb | Adjective |
| Adverb | Adverb | Adverb |
Two Positions of the Adjective
Few of us have any difficulty in identifying an adjective when it is close to the noun it modifies. In each of the four sentences at the top of Page 4, the adjective immediately precedes the noun it modifies.
SQ3R Reading System
SQ3R - A Reading and Study Skill System
Classic system presented by way of Virginia Tech: http://www.ucc.vt.edu/stdysk/sq3r.html
SURVEY - gather the information necessary to focus and formulate goals.
Read the title - help your mind prepare to receive the subject at hand.
Read the introduction and/or summary - orient yourself to how this chapter fits the author's purposes, and focus on the author's statement of most important points.
Notice each boldface heading and subheading - organize your mind before you begin to read - build a structure for the thoughts and details to come.
Notice any graphics - charts, maps, diagrams, etc. are there to make a point - don't miss them.
Notice reading aids - italics, bold face print, chapter objective, end-of -chapter questions are all included to help you sort, comprehend, and remember.
QUESTION - help your mind engage and concentrate.
One section at a time, turn the boldface heading into as many questions as you think will be answered in that section. The better the questions, the better your comprehension is likely to be. You may always add further questions as you proceed. When your mind is actively searching for answers to questions it becomes engaged in learning.
READ - fill in the information around the mental structures you've been building.
Read each section (one at a time) with your questions in mind. Look for the answers, and notice if you need to make up some new questions.
RECITE - retrain your mind to concentrate and learn as it reads.
After each section - stop, recall your questions, and see if you can answer them from memory. If not, look back again (as often as necessary) but don't go on to the next section until you can recite.
REVIEW - refine your mental organization and begin building memory.
Once you've finished the entire chapter using the preceding steps, go back over all the questions from all the headings. See if you can still answer them. If not, look back and refresh your memory, then continue.
REMEMBER: THE INFORMATION YOU GAIN FROM READING IS IMPORTANT. IF YOU JUST "DO IT" WITHOUT LEARNING SOMETHING. YOU'RE WASTING A LOT OF TIME. TRAIN YOUR MIND TO LEARN!!!
Classic system presented by way of Virginia Tech: http://www.ucc.vt.edu/stdysk/sq3r.html
SURVEY - gather the information necessary to focus and formulate goals.
Read the title - help your mind prepare to receive the subject at hand.
Read the introduction and/or summary - orient yourself to how this chapter fits the author's purposes, and focus on the author's statement of most important points.
Notice each boldface heading and subheading - organize your mind before you begin to read - build a structure for the thoughts and details to come.
Notice any graphics - charts, maps, diagrams, etc. are there to make a point - don't miss them.
Notice reading aids - italics, bold face print, chapter objective, end-of -chapter questions are all included to help you sort, comprehend, and remember.
QUESTION - help your mind engage and concentrate.
One section at a time, turn the boldface heading into as many questions as you think will be answered in that section. The better the questions, the better your comprehension is likely to be. You may always add further questions as you proceed. When your mind is actively searching for answers to questions it becomes engaged in learning.
READ - fill in the information around the mental structures you've been building.
Read each section (one at a time) with your questions in mind. Look for the answers, and notice if you need to make up some new questions.
RECITE - retrain your mind to concentrate and learn as it reads.
After each section - stop, recall your questions, and see if you can answer them from memory. If not, look back again (as often as necessary) but don't go on to the next section until you can recite.
REVIEW - refine your mental organization and begin building memory.
Once you've finished the entire chapter using the preceding steps, go back over all the questions from all the headings. See if you can still answer them. If not, look back and refresh your memory, then continue.
REMEMBER: THE INFORMATION YOU GAIN FROM READING IS IMPORTANT. IF YOU JUST "DO IT" WITHOUT LEARNING SOMETHING. YOU'RE WASTING A LOT OF TIME. TRAIN YOUR MIND TO LEARN!!!
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