How-to-Strategy Booklet Create a comprehensive and decorative guidebook of 10 strategies for reading, 10 for math and 10 for written expression (English/writing). Make it very "user-friendly" and rea

******************** ********* ********* ********** ************************** the Past *** *************************** *** *********************** ******* Addressed:Introduction ** new ***************************** use the *********** **** already **** ** assist **** ** ************* *** text **** *** ***** ** read **** **** preview ** **** ***** any *** ********* they **** * framework     Materials Needed:Text books ****** ********** ************* ** tutor       Strategy:PredictingSkill:Reading  Learning ******* Addressed:Preparation *** **** ** to *************************** to ***** ***** ********* ** ******* ******** ********* ************ *** set when **** **** * ********** ***** *** ******* **** **** soon read They ***** mentally amend ***** *********** ** **** **** ** light of new **************************** ************** **** ********************************************* *** *********** *** **** *********************** *** analysis   Learning ******* *********************** ****** ************************* must decide what ** ********* *** **** summarize it in ***** *** ***** in ***** ** identify *** **** idea Attempting ** ********** *** ******** ********** for creating *** text ** ******** ** this ******************** ************** ******************************************************************* ******* ***************** *********************** ****** *** ******* ******** ** concentrate on *** ****** ******* ** ****** *** ********** to ********* about ** Teachers can ****** ** ************* *** ** ask **** questions *** *** ** *** the **** ** find *** answers    Materials Needed:Notes *** ***************************** ************************************** Problem ************************************** **** learn ** **** **** prior knowledge *** **** cues ** *** **** ****** ** order ** ***** *********** **** ***** stated ********** in *** ***************** Needed: Reading ********************************************************************* ******* Addressed:Boredom ****************************** to ******* ******** *** ******** ***** reading ****** *********** ****** **** ***** *** ** notWhile ******* text without ************* ******* can *** *** ******** ************* ** ******* ** their own images ** drawings in their ******************** Needed:Reading ******************************* ** ***** ******************************* ******* ***************** **** *********************** increase their understanding of the elements the ****** ***** ** construct *** ***** ******** *** also have ******** **** * ******* ** *** text's ***** grammarIn * ***** *** might ************** *** time and ***** **** *** ***** ***** **************** *** ****** or creatures **** appear ** a ***** including the **************** ********** and ***** are **** **** *** plot forwardPlot: The ******* ********* ** *** ********* ******* ********** one or more ****** or ********* **** *********** **** **** **** *** ultimately ************ ** ** ******* ****** ** ***** ** ****** ********** or the ****** ***** ***** it ***** ****************** ************** and writing ************************************************** *** reading  Learning ******* *********************************** having **** ****** * **** in ***** *** ***** ******** *** ****** ** evaluate the ******** *** ****** **** ** ******* ******** *** ** ********** ** their ******** to ***** ********** ***** *** ***** ****** **** **** repeating it *************************** ************ Reading material       Strategy:Answering ********* ***** ************************************ ******* ********************************** you *** students ********* questions **** **** ******* ** ********* ways *** ******** **** *** **** *** ******* ************ ** *** ******* ****** ** they *** *** ***** ********* to infer ******* **** ***** ** the *********************** **************************************** *************************************** ******* ************** ************ ************************ can ********** *** ******** ******** *** ************* ****** when **** *** *********** graphically ******* ******* organizers ************** ******** for categorization *** ************* ********** and ******** *********** of *********** ******* ******************* flowcharts that show the ******** of events It **** ** necessary ** ******* **** ******** ********* *** ********* **** ********* children how ** ****** *** *** graphic ********** ****** students ******** ********** ** ** ***** *** **** ******** from *** ******* *** eventually **** ************* ******** should ***** illustrate the ******* **** *************************** ************** Materials   MATHEMATICS STRATEGIESStrategy:Specific ***************************** concepts Learning ******* **************** ***** of concepts Example:Sometimes it's ********** ** **** ***** into *** fun *** best ***** for the ******** ********** ** ***** explicit instructionA ********** ***** *** **** ****** *** the day ****** ******* resources ** demonstrate *** upcoming ********** *** close ********* ** any new *********** *** ideas ** well  Materials Needed: Booms ***** the3n   Strategy:Conceptual **************************** ******************** Problem ************************ *** ** challenging *** ** ********* ** assist your students ** understanding *** ******** ******* **** Even **** *** ******** ***** **** be ***** * ******* ** ***** ******** ****** than understanding *** "why" Materials Needed: Visual Aids Math *********************************************** ** ****** amd complicated **************************** *** ********** ************************ ******* Addressed:  Example:Math ************* ** *** have ** ** ********* ****** ****** ****** ******* ******** **** and other toys can **** ******** ******* engaging hands-on ******* No **** ** ***** ***** ** ********* ** specialized materialsA ************ **** can **** ** used ** ***** **** word ******** Hot Wheels vehicles *** ******* ************ *** ******** ** engaging *** to teach **** *** ****** ** with * **** measure **** *** **** ** these resources your students *** ***** math ******* ** *** ************************ ************* ************************** ** **** ***************************** ************************ ******* *************************** *** various **** ** ******* ********* * mathematical concept ** best ********* ** as **** ********* **** as ******** Other words for *********** ******* taking away ** ******** ****** **** ************** facts ** ****** ** ******* *** ****** It ***** **** *** ******* when ***** numbers *** **** to ********* areaThere **** be **** ********** math ***** ********* ***** *** ***** **** ******** *** **** **** ********* ** *** ******** ** ******** familiar **** **** ******** who *** exposed to ***** ******** ***** more ************* a segment corner with blocks in your ******** rotations *** ******** ** **** ******** *** ** ******* two ******* Divide the ****** into *** ******** ******* ******** *** ********* ********** *** *** ******** ***** baskets *** *********** students time *** exploration ***** *********** them to broad concepts ***** **** ****** *** ******** ******** ***** ***** confidence **** as *** demystify ****************** ************** ************************************* ******** ************************* ******* ***************** Problem ************** ** ***** ******************************* **** **** students *********** Advanced ******** can take *** **** ************* their ************* ************ **** might **** *** ***** words ** ******* * concept to people *** *** ****** *********** ****** **** ******* *********** ****** ** oneself ** ******** ******* *********** ******** ******** can **** ** a ******* **** ********* ************ This *** ********* **** adaptable *** ************** ************* ***** ******* groups ** ******* ***** *** word puzzles ***** going over *** ******** ** * class **** ******* *** **** ***** **** ***** ********* **** is important ** them? ******* them ** much *** *** in *** ******** *** *************** ********* ********* **** ******* ** consider *** ************* **** *** **** to the ********************************** and purposeful ****************************** Problem Addressed:  Example:It pays ** ******* outside ** ********* as **** ** worksheets **** it ******** ******** **** ******* ** practice but *** ** *** **** ** ***************** ***** in **** ****** ***** ** **** ******** more ********** ********* ******* ** play ***** games ** ****** ***** at **** ** **** ***** ***** **** ******** ******** *** *************** ************** *** ***** when *** **** ********** that ***** ****** *** ******* with ********** **** *** **** families the *** *** already **** ****** to capacity ****** ********** ******* **** Prodigy **** Game ** homework ** ******* ******** *** **** *** ******* * ************* *** **** *** playing a video game with ******* ***** ***** **** ******* *** ******** ** **** ******** ******* **** ** ******************* ******************** ************************ *********** ***** ****** pieces Skill:SolvtudeLearning ******* ************** ********* to ************** ***** ****** *** *********** mathematicians ******* some ****** ******** *** hardly **** participate ** ***** * *** ** ****** ** *** **** that **** ** ********** *** can you ******** your ******** ******** ** **************** each pupil * ********* of *** ****** ** all ***** This fosters *** ********* teamwork to ****** ** *** ******** when you pose a ******* ** **** ********* ******* ******** *** ********* *********** ** ******** *** problem Break **** ***** down **** ** **** components as you can such ** * ****** * *********** **** ** * ************************** ********************** ************************** ************ ************************* ** **** ******************* Problem ************** ** ***** understandin Example: In *** ********* ***** ***** **** **** to **** ** slow Fast-paced *********** is required to meet the ******** ********* Students also ********** this When **** ******** *** ** make **** ** ******* ***** **** students' **** ************ **** **** they *** ***** that **** *** ******* *** ** **** *** **** ******* As much ** *** can keep *** discussion **** to their ********************* ******** ****** that students **** ********** *********** ** a great way ** ******* questions ***** *** *** ******** ** ******** classes? ****** **** ******** teaching **** attention to ***** and *** one‟s students know **** **** ** * *********** *********** *** that you're *** *** only *** who ********* **** ********* ** ****** ************************* Needed:        Strategy:Time *** reflection Skill:     Learning ******* **************** ****************************** for ********** **** ***** *** brain ** *********** to ******* *** ********* **** After **** **** *** **** ********** **** is ********************* reflection Save **** time ***** * cooperative ******** *** *** **** ** **** about *** ******* Encourage **** ** ************** *** frequently **** is **** ** one ****** for ****** **** **** ************ ******** can ***** **** math ** ********** ** journaling their **** *************** them ** write ** ***** *********** ***** *** **** ** **** **** * *** ***** ***** did **** learn math besides ** *** ********** What lessons *** **** ***** in ***** **** **** could apply   Materials ****************** ********************************** *** with **** ******************* fun whie ***** **************** ******* ***************** in learningExample:You ********** as * teacher **** **** ** ******** *** **** ******* ** *** ** challenging to convey **** ********** ** **** ******** *** **** *** *** **** ********** **** ***** ************** ***** **** ***** make ********* class ********* **** *** * *** ******************** * ***** game and **** itBuild ****** *** evaluate ***** durabilityGroups should ** ****** *** * **** ** game ******* **** ****** ** *** can measure ***** speed ** ******** ******** the *********** tools even ******* tasks can ** ********* ******* of this ******* entertaining ***** ** * ***** way *** ******** ** develop *********** math skills ******** can learn math ***** ******* the *** of worksheets or flashcards when **** **** ***** **** ******* **** **** *** ******** **** *** ******* them  Materials *********** **** **** ******************** ***************************************************** Problem ********************** thoughts *** ideasExample:By ********** * few ***** ideas *** ********** building on those *********** *** more ***** with * ******* order **** ******* is a ******* **** ******** * lot of data ** * ***** amount ** **** ** *** **** to ****** **** a **** broad ******** topic listing *** ** ********** helpful  Write down ***** **** that ***** **** ** mind ** ** relates ** *** ******* ******* *** *** ******* ** ** you work as * **** this ******* ***** ********** well ***** can ** generated ** *** entire **** with *** ****** ******* ** scribe ** *** ****** about editing ** *********** ideas **** ***** *** ** sound **** jot **** ** many options ** you **************** ************** ***************************************************************** ******* ************** *************** ********* ** ********** **** ***** as **** mapping ** **** ******* enables *** ** ******* *** *********** ******* ********** *** ***** ** *** ****** ****** Underline ** ******** itWrite *** ********** ******** *** **** on *** page *********** the main ******* *** lines to ******* *** fresh ******** ** *** **** ********* ** those ** you come ** with ******** **** are ******* ** *** ***** *********** ******* **** appear ** **** **** as a *** **** *** ******** **** ******** *** and start your ***** ***** ***** the ***** *** gave *** **** ideasClustering ** ************ helpful *** ******** out *** ***** *** ******* ** one ******* ****** ** able to **** them apart  Materials ************** Materials     Strategy:FreeWritingSkill:Writing   Learning ******* ******************* ** **************************** ** * technique for ********* a ***** ****** of *********** by ******* ************ ** complete ********* *** * set period ** **** ** enables you ** concentrate ** a ********** subject *** ******* *** **** ***** quickly you *** ****** ** **** *** ** **** ************ five ** *** minutes *************** *********** ** *** ********** ** ******* subject In ***** to ***** ******* ** ***** know **** ** ***** ****** ********** ***** *** **** ** **** force ******** to **** ******* **** ** ******* ******** ***** to mind It's *** *** **** ******* ***** ** **** *** **** ******* **** ***** **** ** included ** this ************ ** **** ***** ****** ** **** ideas ** **** matters    Materials Needed:Writing ******************************************************* ******* ****************** ******* ************** ****************** *********** technique ****** ******* enables you ** ************ ***** **** ***** ** *** **** *** * ******* ***** ***** your ******* freewriting session **** *** *** of your main ideas ** ****** ** contention and ***** over ***** that **** ** **** ******** ***** *** ** ** ********* *********** will ** ****** after ******* ** **** *** **** a ****** ** ************ **** *** more ******** **** *** **** ******* follows *** **** ********** ** ************ ***** ******* don't edit *** keep *********** many ***** ** ********* **** **** *********** ******** * *** ********** **** ****** or sentence **** **** ***** **** ** **** looping ****** *** **** ***** ** **** more precise ************************ ************** **************************************************************** Problem ******************** ****** ** words Example:Mechanical ******* ** ******** ******** **** ******* disabilities ********** **** handwriting that ** **** difficult ** **** **** **** ** ***** ***** *** they ********** ******** ********************** ************ *** ***** *************************************************************** ******* Addressed:Putting ******** and ***** ** paper Example:Producing ******** Students *** ******** **** ******* *** **** ** **** up **** ***** orally The mechanics and organizational abilities required ** ***** and ******** the task within *** ******** time *** ** *** source of ***** ********** ** * ****** they ********** ***** ***** **** time ******* ***** to ***** **** *** ******* of the ********** of the *********** ***** and ****** ******** **** ** **** how ** spend the **** allotted *** *********************** *** structuring *** composition: Students frequently ***** ******* **** ideas ** details they can recall ******* They *** run-on sentences ***** "choppy" ********* *** inadequate ******** ********** **** framing stories or ******************* the **** *** ******* *********** ******** typically concentrate ** ****** *** *********** ******* ****************** ************* ************************ ****** ** ******* ***************** notes *************** ******* Addressed:Organizing ***** in *** ****************** ***** requires *** ******** to listen comprehend and ****** *********** ***** processing new informationputting *** **** ******** ** * usable ************* **** be ********* ************** **** ***** ********* processes ** ** ********* ** **** ***** ******* and clearlyA ********* ******* ** ***** *** **** ****** notes challenging as *** volume ** ********** ************ increases *** the ********** of *** ******** ********* Additionally *** ***** ***** ******** that ************** note-taking methods ********* to write ***** *** **** *** ******** ******* **** ******** **** *********** ** is ********* to **** ******** who **** ********** learning ******** ************ ** ******* provide ************* for ******** *** **** ** ****** ***** **** frequently  Materials **************** *********************************** *************************************** ******* ************************************ **** ***** to ******** ***** *** communicate **** **** **** about * subject in ******* **** also **** *** ability ** ********* ******* ***** ******* ** ******** to *** ***** ** **** *** serves *** ******** ******** **** ******** **** it challenging ** **** up with their *** ***** ****** **** to ***** ** ******* in * report *** ***** about their opinionsEncouragement of **** ********** ******* InstructionUse ********** role-playing and mini-lessons ** facilitate ***** selectionHave a ***** brainstorming ******* ** break up **** ******* ****** **** students *** **** **** ********** ** ********** ideas *** writingEstablish *********** ** *** ***** ******** *** ********* of *** ************ ****** the ****** ** ******** *** ****** past eventsInsist ** students    Materials Needed:Writing ************************************ DevelopmentSkill:Writing   Learning Problem ******************** and *************** ************** ********* or a **** *** ***** to ***** *** **** ** ** ***** ** ********* *** ********** ******* Students *** ******** **** **** ************ *** **** ******* ***** *** following:the beginning ** * writing assignment;Classifying ideas or concepts **** ****** ** ********* ***** ******** ** *** proper ***************** ***** ******* ***** ** time *** opposed to just starting);gathering *** ******* ********* **** **** **** **** ** ***** paper and ******************* *** **** ****** to ***** * report or story   Materials Needed: Writing ********************************************** *** ********************** ******* ********************* ** ************************* students **** ********* a ***** ***** ** a ***** paragraph ** essay they ****** ** motivated *** ******** ** ********* ***** work Students **** to be **** ** ******** their *** **** *** **** ** others both ************ *** in groups for content ******* **** *** ***** ** **** ** **** editing *** grammatical punctuation *** ******** ****** Teachers **** be *********** ** ********* ******* level *** self-esteem **** **** present ***** **** ** ***** peers Always begin ******* **** **** an ***** *** *** trust    Materials ************* ***************

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