Running head: GUIDED READING Module 2 Multicultural Education Kimmy Taylor Ktaylor34655@mygcu September 16‚ 2009 Rdg. 525 Grand Canyon University Instructor: Dr. Jamie Petrilla Abstract This paper will describe the leveling process and how leveled books fit into the reading classroom. It will also describe how to use tools yourself‚ to locate lists of leveled books‚ how the listed levels of a title compare between one you leveled‚ what the publisher class the level
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GUIDED READING - Ch. 15 - CHROMOSOMAL BASIS OF INERITANCE • • NAME: ________________________ Please print out these pages and HANDWRITE the answers directly on the printouts. Typed work or answers on separate sheets of paper will not be accepted. Importantly‚ guided readings are NOT GROUP PROJECTS!!! You‚ and you alone‚ are to answer the questions as you read. You are not to share them with another students or work together on filling it out. Please report any dishonest behavior to your
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are two types of guided reading interactive‚ and observational. Observational guided reading should be used for beginner readers. In this procedure student’s will read a text chosen by the teacher. The student will read the text once independently then students will read the story with the teacher while he or she helps coach students through making some predictions and using reading strategies. By beginning with observational guided reading teachers can slowly introduce reading to students at a deeper
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The Crucible—GUIDED READING QUESTIONS Act I 1. What purpose does the Overture serve? 2. What does the “spareness” of the Puritan setting reveal about the lives of the townspeople of Salem? 3. What Puritan primary fear is apparent in the philosophy‚ “In unity still lay the best promise of safety”? 4. Explain the significance of the forest to the Puritans. 5. Explain the irony in the Puritans’ pilgrimage to Salem to escape persecution. 6. When Abigail enters‚ she is described as “a strikingly beautiful
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GR6 Monsoon- seasonal reversing wind accompanied by corresponding changes in precipitation. Jati- thousands of clans‚ tribes‚ communities‚ and sub communities in India. Karma- the destiny or date‚ following as effect from cause. Polyandry- form of polygamy whereby a woman takes 2 or more husbands at the same time. Moksha- in Indian regions and Indian philosophy‚ it connotes freedom from the cycle of death and rebirth. Jainism- a non-theistic Indian religion that describes a path
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Guided Reading Chapter 13 Terms: 1. Tropics- Areas with high humidity and temperatures 2. Monsoons- an overflow of water from rivers 3. Ecosystems- communities of living things within a certain climare 4. Bilad al-sudan- West African Jewish communities who were connected to known Jewish communities from the Middle East‚ North Africa‚ or Spain and Portugal. 5. Dhow - any of various types of sailing vessels used by Arabs on the east African‚ Arabian‚ and Indian coasts‚ generally
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Guided Reading Form: Sambia Reading: Herdt’s “Fetish and Fantasy in Sambia” pp. 44-98 1. What is this chapter’s overall claim (a.k.a. finding‚ main point‚ thesis‚ conclusion)? The key problem of this chapter is actually represented by the Men’s attachment to the Janus-faced fetish and its relation to a culturally constituted fantasy. He begins to decipher how exactly this right of passage exists from becoming a boy to a man. He discusses the use of the flute that seemingly becomes an erotic
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Name _________________________________________ Date ____________ Pd ___ Chapter 11: Industry Guided Reading 11-1 1. During the cottage industry‚ what was a “piece-rate”? When the putters-out then picked up the finished work and paid according to the number of pieces that were completed. 2. What 2 iron forging processes did Henry Cort patent? What did these 2 processes involve? Puddling and rolling‚ puddling involved reheating pig iron until it was pasty and then stirring it with iron rods
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Chapter 5 guided reading 1. gentry: the class of prosperous families‚ next in wealth below rural aristocrats‚ from which the emperors drew their administrative personnel. 2. third-century crisis: Historians’ term for the political‚ military‚ and economic turmoil that beset the Roman Empire during much of the third century. C.E 3. aqueduct: A conduit‚ either elevated or underground‚ using gravity to carry water from a source to a location. 4. Romanization: The process by which latin language and
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ANSWER KEY Chapter 1 Chapter 1–1 II.D. the accumulation of those economic products that are tangible‚ scarce‚ useful‚ and transferable 1. scarcity of resources‚ which results from society not III.A. the market having enough resources to produce all of the things people would like to have III.B. the markets in which productive resources are bought and sold 2. A need is a basic requirement for survival and III.C. in product markets IV.A. the amount of output
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