Schema

Theory
Content Schema
the background knowledge of the world.
It is the subject matter of the text.
It is one of the three schemata of theschema
theory
It refers to the "background knowledge of the
content area of the text
It contains conceptual knowledge or
information about what happens within a
certain topic, and how these events relate to
each other to form a coherent whole.
Formal Schema
is a type of space which includes data about its
surroundings. Unlike an ordinaryscheme, a
formal scheme includes infinitesimal data that,
in effect, points in a direction off of the scheme.
For this reason, formal schemes frequently
appear in topics such asdeformation theory.
But the concept is also used to prove a theorem
such as thetheorem on formal functions, which
is used to deduce theorems of interest for usual
schemes.
Linguistic Schema
Linguisticschema includes the decoding
features a person needs in order to
understand how words are organized
and fit together in a sentence (be it
spoken or written discourse).
Lesson 2
Metacognitive
Reading
Strategies
Prereading (Planning)
"Prereadingstrategies allow students to think
about what they already know about a given topic
and predict what they will read or hear. Before
students read any text, teachers can direct their
attention to how a text is organized, teach
unfamiliarvocabularyor other concepts, search
for the main idea, and provide students with a
purpose for reading orlistening. Most importantly,
teachers can use prereading strategies to
increase students' interest in a text."
 The Purpose of Prereading
"Prereadingencompasses all of the things that you do,
before you start reading, to increase your capacity to
understand the material. In many cases, taking just a few
minutes to learn more about what you are about to read
can dramatically increase your reading comprehension
and retention. . . .

"If you build the big picture before you start, you begin
reading the text with a conceptual framework already in
place. Then, when you encounter a newdetailor a new bit
ofevidencein your reading, your mind will know what to
do with it."
While Reading
(Monitoring)
Readingis a complex "cognitive process" of
decodingsymbolsin order to construct or derive
meaning (reading comprehension). Reading is a
means oflanguage acquisition, communication,
and of sharinginformationand ideas. Like all
languages, it is a complex interaction between the
text and the reader which is shaped by the readers
prior knowledge, experiences, attitude, and
language community which is culturally and
socially situated. The reading process requires
continuous practice, development, and refinement.
Post-reading (Evaluating)
A great way to build student comprehension of a text is
to provide students with pre-, during, and post-reading
strategies. In order to actively engage students in their
text, you will need to provide students with an array of
teaching strategies, as well as remind them that
reading requires them to think with their minds before,
during, and after reading.
After or post-reading strategies provide students a way
to summarize, reflect, and question what they have
just read. They are an important component of the
pre-, during, and post-reading strategy and is the core
of good comprehension.
Lesson 3
Literal
Literal comprehension involves what the author is
actually saying. The reader needs to understand
ideas and information explicitly stated in the reading
material. Some of this information is in the form of
recognizing and recalling facts, identifying the main
idea, supporting details, categorizing, outlining, and
summarizing. The reader is also locating information,
using context clues to supply meaning, following
specific directions, following a sequence, identifying
stated conclusion, and identifying explicitly stated
relationships and organizational patterns.
Interpretive
INTERPRETIVE- what is implied or meant,
rather than what is actually stated.
Drawing inferences
Tapping into prior knowledge/experience
Attaching new learning to old information
Making logical leaps and educated guesses
Reading between the lines to determine
what is meant by what is stated
Applied
-taking what was said (literal) and then
what was meant by what was said
(interpretive) and then extend (apply)
the concepts or ideas beyond the
situation.
Analyzing
Synthesizing
Applying
Lesson 4
Procces Approach
Theprocess approachis amanagement
strategy. When managers use a
process approach, it means that they
manage and control the processes that
make up their organizations, the
interactions between these processes, and
the inputs and outputs that tie these
processes together. It also means that
they manage these process interactions as
a system.
 When this approach is applied to quality
management, it means that they
manage processes and process
interactions as a coherent
process-based
quality management system.
Prewrting Activities
Pre-writing skills are the fundamental skills
children need to develop before they are able to
write. These skills contribute to the childs ability
to hold and use a pencil, and the ability to draw,
write, copy, and colour. A major component of pre-
writing skills are the pre-writing shapes. These are
the pencil strokes that most letters, numbers and
early drawings are comprised of. They are
typically mastered in sequential order, and to an
age specific level. These strokes include the
following strokes: |, , O, +, /, square, \, X, and .
Brainstorming
a group problem-solving technique that
involves the spontaneous contribution of
ideas from all members of the
group;also: the mulling over of ideas
by one or more individuals in an attempt
to devise or find a solution to a problem
Graphic Organizer
Agraphic organizer, also known as
aknowledge map,concept map,story
map(orstorymap),cognitive
organizer,advance organizer, orconcept
diagram, is acommunicationtool that uses
visual symbols to express knowledge,
concepts, thoughts, or ideas, and the
relationships between them.[1]The main
purpose of a graphic organizer is to provide a
visual aid to facilitate learning and instruction
Outlining
Trying to devise a structure for your essay
can be one of the most difficult parts of the
writing process. Making a detailed outline
before you begin writing is a good way to
make sure your ideas come across in a clear
and logical order. A good outline will also
save you time in the revision process,
reducing the possibility that your ideas will
need to be rearranged once you've written
them.
Lesson 5
Parts of the Paragraph
The Topic SentenceThe topic sentence
is usually the first sentencein a
paragraph. It is introductory, meaning it
should not include details, rather, it
should introduce the main ideawhich
will be supported by the rest of your
paragraph.
The Supporting Sentences
iswhere the detailed sentences go to
support the main idea in thetopic
sentence.
The Transition
Sentence
This is where the writer relates the ideas in the
current paragraph to what is coming in the next.
Transition words like next, however, first, second, in
addition are useful as well as paragraph hooks which
are finding a keyword or phrase in the current
paragraph and "hooking" or linking it to a similar
word or phrase in the next. Example: Bicycle
accidents cause over 7300 deaths due a lack of
helmets in children. (new para.)This lack of
helmets also leads to increased risks of being in a
bicycle accident when the child reaches adulthood,
studies have found.