|a\outute” ng information tive processes of Processin: and engu! the cognit nderstanding, ring information involves i tion to deepen Ut set for yz and ena vital skill Processin gathering, Tne, and questioning I! make connec Heal thinking wills: tts @ effective learn mation is is may invoWe collecting 632 cating and inguiring nfo 5 sources: Tl ch, oF 6 eae@oulube™ —$<— Processing an‘ (Role of auestioning & Discussions inthe classroom xL OE P. Wypeheretosearch ©, 413k views 10 months ago B.Ed second 1| Gathering Informatio Paap see cl wth pele Geatg ore) Here-are- some key-aspects of processing and inquiring information: — he first step in processing and inquiring information is gathering relevant and reliable information from various sources. This may involve reading books, articles, or online resources, conducting research, or collecting data through experiments or surveys. Students need to develop skills in locating, » selecting, and evaluating sources to ensure the accuracy and credibility of the information they acquire. \ organize it. This involves breaking down complex information into manageable parts, identifying key concepts, and determining relationships between different pieces of. information. Analyzing information helps students extract meaning, identify patterns, and draw conclusions based on evidence. Questioning is a fundamental component of inquiry-based learning, It 3| Questioning: .d Enquiring Information | Language across the curriculum Prep with Harshita ar ee 3: 2| Analyzing Information: Once information is gathered, the next step is to analyze and ; Lave aK Year C8 Ot iexperime” and eval| © BEd Zyears wath THRO rate of auestoning #082 once information iS gathered, the nextsteP to ater ed on nto manasenhe parts, jeces oF down complex Im jonst"pole of questioning & Discussions TECc (Sexes eatoiluhe” Crate of questioning & PSST pope BD ie ys 3 Questioning: uestioning gis a ® ers a jnvolves ash guest KN Set sts} furthel, challenge 255 mptions, 2! \ thinking, stimnul ren courades UC gents should BE encaE PORARNTON “a younibe com666) Processing and Enquir @ 53 youtube com/watch’y-AO2tANIV700 2 see Youtube ™ Geena ere = Role of Questioning & Discussions in the classroom. eee information and prior knowledge. Students should seek to os jew-conc deas with their existing knowledge and experiences. Making connections helps students construct meaning, see the relevance of information, and develop a coherent understanding of the topic,[They can identify similarities, differences, cause-effect relationships, and apply their knowledge to real-world situations, aN eee lll ea Evaluating Information: Critical evaluation of information is crucial to ensure its Validity and reliability. Students should develop skills to assess the credibility of ~ sources, examine biases, detect misinformation or propaganda, and critically analyze. arguments or claims. By evaluating information, students becom consumers of knowledge and develop a critical mindset. 6| synthesizing and Communicating Findings: Processing and inqui | Gulminate in synthesizing the gathered knowledge and communi. —-s-o5 effectively. Students should be able to synthesize and integrate informatio +—==snize their thoughts, and present their find i ieee ‘i can >rocessing and Enquiring Information | Language across the curricul > mornin ec» Ge DB Asa - Lome aay€ > G (55 youtube-com/watch?y-AOZIANIV700 YouTube” oe a a Role of Questioning & Discussions in the classroom xis connect ons between new information and prior knowledge. Students should seek to link new concepts and ideas with their existing knowledge and experiences. Making connections helps students construct meaning, see the relevance of information, and develop a coherent understanding of the topic [They can identify similarities, differences, cause-effect relationships, and apply their knowledge to real-world situations] 5 ie a Evaluating Information: Critical evaluation of information is crucial to ensure its validity and reliability. Students should develop skills to assess the credibility of Sources, examine biases, detect misinformation or propaganda, and critically analyze arguments or claimsBy evaluating information, students become discerning consumers of knowledge and develop a critical mindset. ] synthesizing and Communicating Findings: Processing and inquiring information culminate in synthesizing the gathered knowledge and communicating findings - @ dents should be able to synthesize and integrate information, i n ghts, and present their findings in a clear at processing and Enquiring Information | Language across the curriculumOe OF Suestioning & Discussions in the classroom Evaluating Information: Critical evaluation of inf "natives mses oa validity and reliability. Students should develop skills to assess the credibility o sources, examine biases, detect misinformation or propaganda, and critically anal arguments or claims.|By evaluating information, students become discerning consumers of knowledge and develop a critical mindset. ] a ———— 7 a t Synthesizing and Communicating Findings: Processing and inquiring information culminate in synthesizing the gathered knowledge and communicating findings effectively. Students should be able to synthesize and integrate information, € organize their thoughts, and present their findings in a Glear and coherent manner. This may involve creating reports, presentations, or other forms of communication that effectively convey their understanding and insights to others. 5 students engage in the process of processing and tant to encourage reflection on their 0 thinking p Reflecting and Iterating inquiring information, it is impo information | Language across the curriculum. >rocessing and Enquiring I oe @ Asa Stem aa o Prep with Harshita ea Year ey eee 1.3K views 10 months ago B.Ed secto synthesize and integrate information, organize their thoughts, and present their findings in a clear and coherent Tanner. x This may involve Creating reports, presentations, or other forms of communication that effectively convey their understanding and insights to others. = @ Reflecting and Iterating: As students engage in the process of processing and inquiring information, it is important to encourage reflection on their learning o journey. Students should reflect on their thinking processes, evaluate the effectiveness of their strategies, and identify areas for improvement. They can refine z their inquiry skills, adjust their approaches, and engage in iterative cycles of » processing and inquiring informatio Leuneecee ee (A 2 Sad e S Sho sessing and Enquiring Information | Language across the curriculum a BD Ashare — & downlead 9 Clip prep with Harshite ho DaN | Listening and Speaking to Interact: dialogue, storytelling, poem ! | Listening and Speaking to Interact : Listening and speaking are essential interactive skills in communication. = Engaging in dialogues helps build connections, understand different perspectives, and resolve conflicts effectively. Storytelling allows individuals to share experiences and convey messages: creatively, fostering emotional connections with the audience. Poems offer a unique way to express emotions, thoughts, and ideas through rhythmic and vivid language, creating a lasting impact on listeners or readers. Emphasizing these interactive skills helps individuals become effective communicators, enhancing their relationships and connections with others. s Listening and Speaking to Interact: Dialogue, Storytelling, and Poem e __1Dialozue:_ — a Listening and Speaking to Interact: dialogue, oe Prep wih Harsh EES eo DB Asa —& downoad storytelling, poem | Language Across the Curriculum jonths ago B.Ed second Year 2.6K views 9 mi @ 2 & Gs P. lype here to searchSe vouude Listening and Speaking to Interact: dialogue, storytelling, poem Saas e Listening and Speaking to Interact: dialogue, storytelling, poem @ Oi Listening and Speaking to Interact : Listening and speaking are essential interactive skills in communication, Engaging in dialogues helps build connections, understand different perspectives, and resolve conflicts effectively. Storytelling allows individuals to share experiences and convey messages, creatively, fostering emotional connections with the audience. poems offer a unique way to express emotions, thoughts, and ideas through chythmic and wiid language, creating a lasting impact on listeners or readers. Emphasizing these interactive skills rales Individuals become effective communicators, enhancing their relationships and connections with others. Listening and Speaking to Interact: Dialogue, Storytelling, and Foem 1, Dialogue: dialogue, storytelling, poem | Language Across the Curriculum Listening and Speaking to Interact. o prep win Haste ESD Ho Asem Download 2.6K views 9 months ago 6.E4 te 3 2 ee Go——————_ - Listening and Speaking to Interact: Dialogue, Storytelli Vint ne tx | edwin te] Pessoa cokan | 21, Dialogue: Dini aah ecugs ween ws tor penn tion '* It involves listening actively to what oth t whet others at ating and responding appropri + Effective dialogue requires clear mi ti actin ommuntation, sclve engagemen and respect for thes perspectives. i »ereeat be formal informa ora mixof both, depending onthe contest andpatpans secre Sait olen nterperonel communication, negation and onl reson. 2. Storytelling: «storytelling is the art of narrating a seaylence of events or experiences to convey a messa6e of ‘entertain an audience. « eaetelves engaging listeners through descriptive language, emotions an plot development = Uctive storytelling captivates the audience's attention, evokes emotions, and foie connections. «= storytelling has been an essential history. «+ storytelli folktales. Listening and Speaking to Interact: dialogue, storytelling, & Download a aga cD oo BP Aswe + ‘go BEd second Year Sm a Ma eee 1 part of human communication and culture throughout 1 can take various forms, including personal anecdotes fictional tales, or traditional e@ poem | Language Across the Curriculum 26K views 9 months— eee ‘human communication and culture throughout history, ¢ Storytelling can take various forms, including Personal anecdotes, fictional tales, or traditional folktales. Poem: Aboem isa form of literary Sxpression that uses rhythmic and often rhyming language to convey emotions, ideas, or experiences, Poems can evoke powerful imagery, emotions, and themes through the use of ‘metaphors, similes, and symbolism,YouTube” al ae ala Listening and Speaking to interact: Recitation, Short play xl a Recitation and Short Play Reci ion: Recitation is the act of orally delivering a written work, such as a poem, speech, or Passage from a literary work. It involves the verbal expression of the text’with appropriate voice modulation, gestures, and emotions to effectively convey its meaning and impact. Recitations are often performed in front of an audience, whether in educational settings, Public speaking events, poetry readings, or artistic performances. The goal of recitation is to engage the audience, evoke emotions, and bring the written words to life through the spoken word. In educational contexts, recitations can serve various purposes, such as helping students improve their public speaking skills, enhancing their understanding of literary works, and fostering an appreciation for poetry and language. Baritina rlaceie nname ar daliuarina famniic cnaachac can alen ha 3 urawtn hanar litarany tation, Short play | Language Across the Curriculum Prep with Harshita ee» 4% Fo A shae - L download 3 cp K views 9 months ago B.Ed second Year Type hereto search 3 CGC «SG rs ch S Shorts Rating Sca What is Rating Scale?YouTube Listening and Speaking to Interact: Recitation, Short play A| =) @ Recitation is the act of orally delivering a written work, such as a poem, speech, or passage from a literary work. It involves the verbal expression of the text with appropriate voice modulation, gestures, and emotions to effectively convey its meaning and impact. 8 Recitations are often performed in front of an audience, whether in educational settings, | public speaking events, poetry readings, or artistic performances [The goal of recitation is to engage the audience, evoke emotions, and bring the written words to life through the spoken word?) In educational contexts, recitations can serve various purposes, such as helping students improve their public speaking skills, enhancing their understanding of literary works, and fostering an appreciation for poetry and language. Reciting classic poems or delivering famous speeches can also be a way to honor literary and historical figures and preserve cultural heritage. a shor Play ° tation, Short play | Language Across the Curriculum Prep wih Hrs amy aoe Sas De SS wa 278k subeerbere ‘Scale? at views 9 months ago B.Ed second Year ype here to search Ya @ xe GtSaYoulube™ Listening and Speaking to Interac: Recitation, Short play xP @ appropriate voice mosuration, gestures, ana emotions to errectivery convey its meaning and impact. ia Recitations are often performed in front of an audience, whether in educational settings, Public speaking events, poetry readings, or artistic performances.[The goal of recitationis (D to engage the audience, evoke emotions, and bring the written words to life through the spoken word-) In educational contexts, recitations can serve various purposes, such as helping students improve their public speaking skills, enhancing their understanding of literary works, and fostering an appreciation for poetry and languagely S Sh Reciting classic poems or delivering famous speeches can also be a way to honor literary and historical figures and preserve cultural heritage. Short Play: A:short play, also known as a one-act play, is a theatrical performance that consists 6 a a single act or scene, typically shorter in duration compared to full-length plays. Unli Pati citation, Short play | Language Across the Curriculum D Prernithnarsito rummy 4% BoA Shae L dowload —$E cip ss What Sle? 2K views: 9 months ago B.Ed second Year 1@ se & Gt Type here to searYouTube Listening and Speaking to Interact: Recrlation, SUT" NN" ae ‘Short Play: A short play, also known as a one-act play, is a theatrical performance that consists of all a single act or scene, typically shorter in duration compared to full-length plays. Unlike onger plays that may have multiple acts, a short play aims to tell a complete story or present a particular theme within a concise format. short plays are an important and versatile form of dramatic art, offering playwrights and | directors the opportunity to experiment with different ideas and narratives in a | condensed format. * | short plays are commonly used in educational settings, community theaters, and festivals | where time constraints or limited resources make staging @ full-length play impractical. | Despite their brevity, short plays can be powerful and impactful, showcasing the creativity and storytelling prowess of the playwright, as well s the talents of the actors | and production team e ‘tation, Short play | Language Across the Curriculum “Sale e&> ts BP Asa & domiod Kc 27x tne s 2k views 9 months ago B.Ed second Year Ve 4 6.8 o @at aM ee ute © 5 youu comfaatdin-amiONSE a outute " Listening and Speaking to interact Recitation, Shor play x @ | — Ashort play, iso known as a one-act play, is a theatrical formance that consists oF. chon Replay a 2 single act or scene, typically shorter in duration compared to full-length plays. Unlike longer plays that may have multiple acts, a short play aims to tell a complete story or Present a particular theme within a concise format. ] OD rere est Short plays are an important and versatile form of dramatic art, offering playwrights and | _ directors the opportunity to experiment with different ideas and narratives ina condensed format. Short plays are commonly used in educational settings, community theaters, and festivals | __ where time constraints or limited resources make staging a full-length play impractical. S Shorts | _ Despite their brevity, short plays can be powerful and impactful, showcasing the | _ creativity and storytelling prowess of the playwright, as well as the talents of the actors | and production team, In summary, recitation involves the oral delivery of written works like poems and eo peeches, while a short play is a theatrical performance that tells a complete story or tation, Short play | Language Across the Curriculum Prep with Harshita 43 Gl A she L bownload . Seale? R KH) ©] vraisramg —d jews 9 months ag Bx© Youtube” LUstening and Speoking to Interact Respond to Style Tone and Regite XQ) Respond to Style, Tone and Registers of language Fs of | = Meaning and tion: Style, tone, and registers of language are important aspects of commynication that shape how information is conveyed, the emotional impact on the audience, and the appropriateness of language for a given context. Let's explore each of these elements in more detail |. Style: Style refers to the distinctive manner in which a piece of communication is written or by spoken. It encompasses choices related to vocabulary, sentence structure, figurative language, and overall presentation. Different styles can evoke various emotions and cater to specific audiences. For example: + Casual style: informal language often used in everyday conversations among friends or in relaxed settings. © |x Respond to Style, Tone and Registers of language | Language Across the Curriculum a 3% BP Asrae — £ Dowload = Bast 113K views 9 months ago 8.Ed second Year@outude Listening and Speaking to interact:Respond to Style, Tone and Regist¢X| Q ) (® Let's explore each of these elements in more detail: ¢ fp. iece sommunication is written o1 pt ent samorvoiestigaisivetenon, | Seckensitltpcompestenithléerrelatydita-yoceiniiays sentence stoscture iparativeierifs< oan audiences. se Forextmple: 1 ie * Casual style: informal language often used in everyday conversations among friends or in relaxed settings. * Formal style: More structured and polished language used in professional or official contexts. * Poetic style: Characterized by the use of figurative language, rhyme, and rhythm to create ‘emotional and aesthetic impact. * Academic style: Conveys complex ideas using precise and specialized terminology, typical in scholarly works. ‘© Conversational style: Language used in back-and-forth discussions, with a focus on clarity and Respond to Style, Tone and Registers of language | Language Across the Curriculum Prep with Harahita Ano Sam a 1.3K views 9 months ago B.Ed second Year Typeey ae a ee I Q) 4 SivieStle refers tothe distinctive manner in which a piece of communication ie wittén or Spoken. It encompasses choices related to vocabulary, sentence structure, figurative language, an cverallpresentation. Different styles can evoke various emotions and cater teestene audiences. ie y For example: Cesual style: Informal language often used in everyday conversations among fiends or in relaxed settings. 1 * Formal style: More structured and polished language used in professional or official contexts. * Poetic style: Characterized by the use of figurative language, rhyme, and rhythm to create emotional and aesthetic impact. * Academic style: Conveys complex ideas using precise and specialized terminology, typical in scholarly works. * Conversational style: Language used in back-and-forth discussions, with a focus on clarity and coherence. ° —_—2._Tone: Tone refers to the attitude or emotion that the speaker or writer conveys through their Respond to Style, Tone and Registers of language | Language Across the Curriculum = &> 62? Des CR a 1.3K views 9 months ago B.Ed second Year H @z & G P Typeheretoseartha . For example: (Casual style: informal language often used in everyday conversations among friends or in relaxed settings Formal style: More structured and polished language used in professional or official contexts. * Poetic style: Characterized by the use of figurative language, rhyme, and rhythm to create 6 ‘emotional and aesthetic impact Academic style: Conveys complex ideas using precise and specialized minology, typical in scholarly works * Conversational style: Language use: coherence back-and-forth discussions, with a focus on clarity and Tone: Tone refers tothe atthude or emotion th language. sets the mood end emotional context ofthe communication, Tene can be serious humorous, joytul, melancholic, formal, informal, etc. Different tones elicit different responses S She Spiiieschaatn whasatwercanccsercesenses ° the speaker or writer conveys through their Respond to Style, Tone and Registers of language | Language Across the Curriculum ° Pr mon vorne Seem ax) an ~ ao cx &£Gscholarly works * Conversational style: Uangunge used in back-and-4orth discus coherene 2 Tone: Tone reters to the attinute or emotion thet the speaker or writer comveys through thelr lonquage. i sets the mond and emotions! comert of the communication. Tome can be serious, humorous, jovi, melancholic, tormal, Whormal, etc. Gitlerent tones eich Aillerent reaponnes ¢ from the sudionce and can influence the oversil message being commyed tor example . wAW tone Grows understanding » ° tie LONE User irony to expre Py papond to Style Tone and Regiviers of e Language Koroes the Carrerescholarly works. cn * Conversational style: Language used in back-and-forth discussions, with a focus on clarity and coherence. ee when 2. Tone: Tone refers to the attitude or emotion that the speaker or writer conveys through their language. It sets the mood end emotional context of the communication. Tone can be serious, humorous, joyful, melancholic, formal, informal, etc. Different tones elicit different responses 6 a from the audience and can influence the overall message being conveyed. ‘Spe For example: e * Optimistic tone: Conveys positivity and hopefulness. * Authoritative tone: Implies confidence and expertise on a subject. * Sympathetic tone: Shows understanding and compassion. * Sarcastic tone: Uses irony to express criticism or humor. * Euphoric tone: Conveys extreme joy or excitement. nd to Style, Tone and Registers of language | Language Across the Curriculum rep with Harshita oxo Pawn ‘9 months ago B.Ed second Year here to search \og en eG —Registers of Language: Registers of language refer to the level of formality or informality used in communication. Different situations call for different registers, and speakers OF WT “ adjust their language accordingly. Registers can be categorized into various levels, such as: Formal register: Used in professional or ceremonial settings, requiring adherence to grammatical 06 rules and polished language Informal register: Used in casual conversations among friends or family, allowing for colloquial language and slang. Technical register: Utilized in specialized fields or industries, involving technical terminology understood by professionals. ‘Academic register: Found in scholarly writing and discourse, requiring a formal and structured approach. The choice of style, tone, and register can significantly impact the effectiveness of communication. Tailoring these elements to the audience and context ensures that the message sspond to Style, Tone and Registers of language | Language Across the Curriculum Dereon nashie | rm sno) ae Cae 3K views 9 months ago B.Ed second Year @xzeaGe °. uYouTube” xt (Ascanning, skimming and Extracting relevant information from the bo g | Scanning skimming and extracting information from the book : A ; Scanning skimming and extracting information from the book is an important_ skills for efficient and effective reading. Here's a detailed explanation of each technique, 4. Scanning: Scanning is a reading technique used to quickly locate specific information within-a text: Itinvolves moving your eyes rapidly over the text to search for keywords, — phrases, or specific details. Here’s how to effectively scan a book: a. Identify the Purpose: Determine the specific information you are looking for before starting to scan. This could be a Particular fact, statistic, name, or any other specific detail. : | b. Focus on Visual Cues: Pay attention to headings, subheadings, bold or e ‘skim tana anning, Skimming and Extracting relevant Information from the Books ie ed De ee» 8 Bo Ay share L download Klip. sss 2K views 10 months ago BEd second Year(+: =a a — uTube 1 Scoming skinming and Exrecng ean fran theX [E) » @ | within a text: Itinvolves moving your eyes rapidly over the text to search for keywords, phrases, or specific details. Here's how to effectively scan a book ne i a. Identify the Purpose: Determine the specific information you are looking for 2 sceteen man before starting to scan. This could be a particular fact, statistic, name, or any i other specific detail C Narrative: This type of text tells a story (z+ Expository: This type of text explains or informs about ato ue tS ne pton on he sinner Readers who are familar with diferent text structures are better able to comprehend and) \earn from text. This is because they a make predictions about what they wil en eto use their knowledge ofthe text structure to counter the text. They are also abl to identify the sainieeas and supporting details more easly fead and understand complex texts, Seem theory can help students to improve their reading {Comprehension in these areas by providing them with the tools the rake sence of Schema Theory; Text structures, & reading in content areas | Language Across the Curriculum mo” ED ee Sea ecic nc 6) ° smi W) v0€ > © (55 youtube com/watehv=tCSMbtb3-U YouTube ‘Schema Theory, Text structures, | main iceas ana supporting details more easy aaa y L |Z imcontent areas, such as science, history, and social studies, students are often required to read and understand complex texts. Schema theory can help students to improve their reading. ‘comprehension in these areas by providing them with the tools they need to make sense of new information. “2 = Here are some strategies that teachers can use to help students apply schema theory to reading in content areas: + Activate prior knowledge. Before students read a text, the teacher can activate their prior {knowledge by asking them questions about the topic. Tis will help students to connect the in the text to their existing knowledge. Identify text structures. As students read, the teacher can Structure of the text. This will help them to understand how the text is organized and to make: predictions about what they will encounter next p them to identity the text «Teach students how to use graphic organizers. Graphic orgarizers can bea helpful tol fr errnts to use to visualize the text structure ofa text. They can also be used to help students toidentity the main ideas and supporting detals in a text. «+ provide opportunities for students to practice, The best way for students to lean how el schema theory to reading ito ive tem opportunites to practic, The teacher ea e Boheme Theory; Text structures, & reading in content areas | Language Across the Curreuli oe ED on DB psme £ coms See lke 9ianihe sop B.Ed sco Type esetoseatch &S > SC] ieitubecom/natchv-tcseni3 0 2 Youtube™ | Feaaingin content areas | # Astlvate prior knowledge Before students read a text the teacher can activate thelr pir = knowledge by asking them questions about the tope This wil help students to connect the nN ‘new information in the text to their existing knowledge. Bi: F Wentify text structures. As students read, the teacher can help them to identify the text structure of the text. This will help them to understand how the te ‘organized and to make predictions about what they will encoun next i 7 Teach students how to use graphic organizers. Graphic organizers can be a helpful tool for bis students to use to visualize the text structure ofa text. They can also be used to help students to identify the main ideas and supporting details ina text FP Provide opportunities for students to practice, The best way for students to learn how to ; testo practice, The teacherican apply schema theory to reading isto give them opportunities to practic Provide students with cifferentypes of ters onde trem a Henly the ert sei il ‘main ideas, and the supporting detalls (erase the Curriculum. Schema Theory; Text structures, & reading in content areas | Language Across the Curricul Db sme & Down oe ED ¢ o Dpetereioseach 6Soutien foGa Fok Linkages between etding & ving linkage between reading and writing The linkage between reading and writing isa reciprocal relationship where each skill | _ complements and strengthens the other. When students engage in reading, they encounter various texts, absorb information, and observe different writing styles and | techniques. [>= Ahis exposure to written language an : Dera) (ae ‘own writing. Simultar . Here are some key aspects of the linkage between reading and writing: Vocabulary and Language Development: Reading exposes students toa wide range of Nobulary sentence srctres an wring conventions When student encounter new words Intheir reading, they expand their vocabulary and deepen their understanding of word Linkage between Reading and Writing | Language Across the Curriculum penta ses> © (= palace Re tO linkage between reading and writing ‘The linkage between reading and writing is a reciprocal relationship where each skill Th plements and strengthens the other. When students engoge reading, they cermunter various texts, aborb information, and observe different writing styles and techniques. Here are some key aspects of the linkage between reading and writings 4) a I @ Shorts | |: vocabulary ana taneuete Dev a erganence uu teading exposes students lopment: i oP siting conventions. Wnen students a wide rangeot Berea patnean Reading and Writing !tan7e0° ‘neross the Curriculum el, Preece(Linkages between reading & Writing PLE ANBUAE aie Lextua! SUF UC LUTeS provigey a TUUNEAtIOT | own writing. Simultaneously, writing enhances reading skills by requiring students to ir understanding of language, organization, and coherence. | Here are some key aspects of the linkage between reading and writi " [27 Vocabulary and Language Development: Reading exposes students to a wide range of Vocabulary, sentence structures, and writing conventions. When students encounter new words in their reading, they expand their vocabulary and deepen their understanding of word | _- meanings and usage. This expanded vocabulary then becomes available for use in their own writing, allowing them to express themselves more precisely and effectively. ‘eading comprehension and critical thinking skills are intertwined with writing. When students read, they engage with the text, make id analyze information. This active reading process helps develop c fetation, evaluation, and synthesis. These same skill= Goilite” Linkages between reading & writing vocabulary, sentence structures, and writing conventions ‘When students encounter new words intheir reading, they expand their vocabulary and deepen their understanding of word meanings and usage. This expanded vocabulary then becomes avaliable for " in their own. writing, allowing them to express themselves more precisely and effectively. 2, Comprehen: vn and Critical Thinking: Reading comprehension and critical thinking sklls are Clotely intertwined with writing. When students read, they engage with he 19% make aaeretions, and analyze information. This active reading process helps develoy critical thinking | “

© (F)Voitibecomnatch-nosarina coe a Youtube™ Linkages between reading & Writing Be structures, such as narratives, expository texts, authors organize their ideas, use transitions, ant persuasive ess and moregyobservinghow struc the sertences i ras students gain insights nto effective writing techniquesSthey eam how to structure her own writing, develop clear introductions and conclusions, and use appropriate organization within Eieionersetaphs 4. Writing Style and Voice: Reading allows students to explore different writing styles and voices By examining the works of various authors, students can identify distinctive writing styles, word. choices, and tones. This exposure helps students develop their own writing style find thelr unique voice, and experiment with different techniques to convey their ideas effectively 5, Audience Awareness and Purposeful Writing: Reading helps students develop an understanding, of different audiences and writing purposes. When students read, they encounter texts intended in with different goals in mind. This exposure allows students ne based on the intended audience and for various readerships and wri to analyze how authors adapt their writing style : dau purpose. Sich awareness helps students become more purpsefu i their own walla aa Jeatn to consider their audience, choose appropriate language, an Jaing Skills; The act of writing requites students tases language Across the Curriculum Linkage between Reading and Writing | Ls a oe 7 am prep with Harsita so months ago B.Ed second el,ee een ‘3, youtube.com/watch?v=Rs6dFFM-EOk Linkages between reading & Writing structures, such as narratives, expository texts, persuasive essays, and morepBy observing he authors organize their ideas, use transitions, and structure their sentences and paragrapt students gain insights into effective writing techniques&They learn how to structure their @ wi iting, develop clear introductions and conclusions, and use appropriate organization with their paragraphs. = 3 Writing Style and Voice: Reading allows students to explore different writing styles and By examining the works of various authors, students can identify dist * choices, and tones. This exposure helps students develop t unique voice, and experiment with different tec tinctive writing styles, .eir own writing style, find their hniques to convey thelr ideas effectively. Audience Awareness and Purposeful Writing: Reading helps students develop an understal of different audien ces and writing purposes. When students read, they encounter texts for various readerships and written with different goals in mind. This exposute slay ip analyze how authors adapt their writing style and tone based on the intenseslags s students become m yurpose. Such awareness helps st erpeto consider their audience, choose appropriate language, and achlee ill sand Revising Skills: The act of writing requires students t9re¥s : cco 5 fing and Writing | Language Across the ¢@ New % | G2 (60 Lntage betwen Rl <>¢ ox t outubacom/watchv=RYGdFFM TOK YouTube” Linkages between reading & Writing By examining the works of various authors, students can identify distinctive writing styles, word choices, and tones. This exposure helps students develop their owe writing ste, find thelr nique voice, and experiment with different techniques to convey their ideas effectively. 4 helps students develop an understanding. 5, Audience Awareness and Purposeful Writing: Reading ¥y encounter texts intended of different audiences and writing purposes. When students read, they rious readerships and written with different gs ig style and tone based oF 'seful in their own writing, as they eve their desired goals. for va! cals in mind. This exposure allows students to analyze how authors adapt their writin the intended audience and Durpose. Such awareness helps students become rors Pulte "jer their audience, choose appropriate language, 27 earn to consi nts to revise, edit, and refine thelr is: The act of writing requires stude ing their own, writing or the wal role in developing these skills, By readi arene more attuned to sues such as arama Bis lai alps students recognize errors, identily afeas 125 gh the editing and revising process 6. Editing and Revising Skil ‘work. Reading plays 2c! writing of others, students Menkence structure, and coherence. Reading Tmmprovernent, and rerine tne wing FOU Bie between Reading and writing |Langusde ‘Across the Curriculum rownrcne CD oe FaeLearn to write reports, reviews, essays, notices, letters and creative writings notes Writing Reports: Reports are formal documents used to present information, findings, or analysis on 8 particular subject. They are commonly used in academic, business, and scientific settings Here's a general structure for writing reports: a) Title Page: Includes the tile ofthe report, author's name, date, and any other relevant details. bb) Abstract/Executive Summary: Provides a brief overview of the reports mall Bala and findings. 1) Table of Contents: Lists the sections and headings in the report with their page nk Hews, essays, notices, letters and creative writings | LAC ‘Approach on DP pome | TieFAS eiiibecom/watchy-L7vettkeswy n,findings, or analysis on a i business and scene settings a) Title Page: includes the tit P |e of the report, author's name, date, and any other relevant details, 2 $) Abstract/Executive Summary: Provides a brief overview of the report's main points and findings. a ¢) Table of Contents: Lists the sections and headings in the report with thelr page numbers 4d) Introduction: Introduces the topic, purpose, and scope of the report, e) Methodology: Describes the research methods or data collection techniques used (if applicable}. f) Main Body: Presents the information, analysis, and findings in a logical and organized manner. Use headings, subheadings, and bullet points to enhance clarity letters and creative writings | LAC Approach, iurite reports, reviews, essays, notices, letters andSrey {lesen to write reports, reviews, essays, notices, letters and cre Teresa generar SUC Serre a) Title Page: Includes the ttle ofthe report, authors name, date, and any other relevant details. b) Abstract/Ene /erview ofthe report's main points and Table of Contents: Lists thes inthe report with thei age numbers 4) Introduction: Introduces the nd scope ofthe report, icable in logical and organi LAC Apo SGihdbe com/watch’V=L7vcAtkesWY Reviews provide evaluations and opinions about books, movies, products, services, or any other subject. Whether formal or informal, reviews should be balanced and informative. Here's a general structure for writing reviews: a) Introduction: Introduce the subject and provide some context or background informations b) Summary: Provide a brief overview of the subject's content or features. ¢) Evaluation: Discuss the strengths and weaknesses, providing evidence and exambles Ea support your points. d) Recommend: appeal. Writing Essays: lation: State whether you recommend the subject and to Whom it mHahi Essays are structured pieces of writ that present an argument or discuss 3 specifi tpi. TThay.come in various types, such as argumentative, Balagaaa i ‘expository, oF: essays. Here's a general structure for writing essaVs ings roach BEIT Views, ossays, notices, letters and creative writings | LAC Appr on 2 ane | aniaOe ©) Evaluation: Discuss the strengths and weaknesses, providing evid Support your points d) Recommendation: State whether you recommend the subject and to appeal. Writing Essays: Essays are structured pieces of writing that present an argument or discuss a sp They come in various types, such as argumentative, persuasive, expository, essays. Here's a general structure for wri a) Introduction: Introduce the topic and provide a thesis statement that states your m argument. 4 b) Body Paragraphs: Each paragraph should focus on a specific point and provide evide support it. d) Conclusion: Summarize your main points and restate your thesis, leaving the final thought. is, essays, notices, letters and creative writings | LAC Approach 20 GB Asha DownloadRube com/watch2v=L7vcAtkeswy Ce ne eee a) Recommendation: State whether you recommend the subject and to whom it mi appeal. . Writing Essays: essays. Here's a general structure for writing essay: a) Introduction: Introduce the topic and provide a thesis statement that states your} argument. final thought. 4. Writing Notices:cee 4) Closing: End the letter with a closing remark and a signatiir €) Depending on the type of letter, you may include additional elements such as numbers, addresses, or enclosures. 9. Writing Creative Writings: Creative writings allow for artistic expression and imagination. They include various} Such as short stories, poems, narratives, and descriptive pieces. There are no strict P creative writing, but here are some tips: a) Choose a theme or topic that interests you and resonates with your audience. b) Develop strong characters, settings, and plotlines for narratives. ¢) Use descriptive language and sensory details to create vivid images. d) Experiment with literary devices such as metaphors, similes, and symbolism. e) Engage the reader's emotions and senses to evoke a respor essays, notices, letters and creative writings | LAC Approach > share ownloadtive writing, but here are some tips: a) Choose a theme dr topic that interests you and resonates with yourat ) Develop strong characters, settings, and plotlines for narratives: ) Use descriptive language and sensory detalls to create vivid images 4) Experiment with literary devices such as metaphors, imiles, and symbols @) Engage the reader's emotions and senses to evoke a response ¢) Remember to revise and edt your creative writing to refine the angus aS In conclusion, each type of writing has its own unique structure and PES Fo cetanding the spect requirements and guidelines or exch YoAtad effectively ager ate your ideas, express your opinions, and engade Vos ig ina meaningful way Practice and feedback from others wil futher refine your writing skils and help You become a proficient and versatile writer Learn to write report sesays, notices, letters and ereative writings |LAC [Approach rn to write reports, reviews, ©5925, repwithHorns ESD 2 (p ppanererosear