By eSparkLearningVideos

eSpark Learning: Connecting Ideas in a Text framing video (FA13, 8RI, Quest 7)

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By eSparkLearningVideos

This video shows how ideas are connected in a sample text about the Chicago river, which reversed its course in 1900. It explains how two big ideas are related in the text: the reversal of the river, and the incidence of pollution. Further, the text and graphics offer a link between scientific concepts and historical events.

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By Bookworm Bonny

RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text

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By espark learning videos

This eSpark video outlines a new learning quest that will help students master Common Core State Standard 2.RI.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

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By Snap Language

Transition words help writers connect ideas between sentences and paragraphs. When you read, transitions help you understand not only the ideas themselves but also the relationship between them.

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By eSparkLearningVideos

This brief introductory video explains the connections in texts that can occur between individuals, events, and ideas. It uses the election of Barack Obama in 2008 as an example.

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By eSparkLearningVideos

This video explains how to keep track of connections between people, events, and ideas in texts. It demonstrates several reading strategies with the example of an article about Zuckerberg, the Facebook founder. The strategies include tracing connections, asking questions, and comparing different information.

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By IELTS Ryan

This IELTS video presents the topics of cohesion and coherence. It defines cohesion as the manner in which ideas in writing connect together. Coherence is a measure of the reader's ability to clearly understand what has been written by the writer

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By eSparkLearningVideos

This video explains how readers can improve their comprehension by noticing the connections between the ideas in a text. A sample text about folding paper airplanes is read aloud and annotated to demonstrate how the ideas interact. The text and illustrations also shows the steps of a procedure- making a paper airplane- in order.

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By eSparkLearningVideos

This eSpark Learning instructional video aligns with Common Core State Standard 5.RI.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.This instructional video is only one component of eSpark 's iPad-specific personalized learning system—there's more! We streamline the best third-party apps, great educational practices and data collection into one delightful K-8 platform used to add engagement and highly differentiated Common Core aligned content to a variety of classroom settings such as early learning, 1:1 programs, intervention, Special Education and more. Interested in learning more about eSpark? Visit our website: http://www.esparklearning.com

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By eSparkLearningVideos

This video briefly introduces the skill of using inference to discover how ideas in a text are related.

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By eSparkLearningVideos

This video briefly introduces the skill of using inference to discover how ideas in a text are related.

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By IELTS Ryan

This IELTS video presents the topics of cohesion and coherence. It defines cohesion as the manner in which ideas in writing connect together. Coherence is a measure of the reader's ability to clearly understand what has been written by the writer. Writing with cohesion and coherence is a skill that can improve the quality of a composition.

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By MITK12Videos

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By Christine Wohlers

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By CanvasLMS

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We've talked about how to take a topic and turn it in to a pitch, and then research that story idea by interviewing sources and gathering documents. Now, a journalist is ready to write the article. In this video, we'll talk about the process of writing a story in a newspaper and the general structure of an article. Let's start with the process from draft to print.

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By Lumos Learning

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By MathHelp.com

To solve the given system of inequalities, we start by graphing the associated equation for each inequality. In other words, we graph y equals -1/5 x +1 and y equals 3x + 2. So, for the first inequality, we start with our y-intercept of positive 1, up 1 unit on the y-axis. From there, we take our slope of -1/5, so we go down 1 and to the right 5, and plot a second point. Now, notice that our inequality uses a “less than” sign. This means that we draw a dotted line connecting the points, rather than a solid line. It’s important to understand that if we have a greater than sign or a less than sign, we use a dotted line, and if we have a greater than or equal to sign or a less than or equal to sign, we use a solid line. Pay close attention to this idea when drawing your lines. Students often carelessly use a solid line when they should use a dotted one, and vice-versa. Next, let’s take a look at our second inequality, which has a y-intercept of positive 2, up 2 units on the y-axis. From there, we take our slope of 3, or 3 over 1, so we go up 3 and to the right 1, and plot a second point. And notice that this inequality uses a “greater than or equal to” sign, so we connect the points with a solid line, rather than a dotted line. Next, we need to determine which side of each of these lines to shade on the graph. To determine which side of our first line to shade, we use a test point on either side of the first line. The easiest test point to use is (0, 0), so we plug a zero into our first inequality for both x and y, and we have 0 is less than -1/5 times 0 + 1, which simplifies to 0 is less than 0 + 1, or 0 is less than 1. Notice that 0 is less than 1 is a true statement. This means that our test point, (0, 0), is a solution to the first inequality, so we shade in the direction of (0, 0) along our first boundary line. Next, we determine which side of our second line to shade by using a test point on either side of the second line, such as (0, 0). Plugging a zero into our second inequality for both x and y, we have 0 equal to 3 times 0 + 2, which simplifies to 0 equal to 0 + 2, or 0 equal to 2. Notice that 0 equal to 2 is a false statement. This means that our test point, (0, 0), is a not solution to the inequality, so we shade away from (0, 0) along our second boundary line. Finally, it’s important to understand that the solution to this system of inequalities is represented by the part of the graph where the two shaded regions overlap, which in this case is in the lower left. In other words, any point that lies in this part of the graph is a solution to the given system of inequalities. Note that the points along the dotted boundary line of this region are not solutions to the system, but the points along the solid boundary line of this region are solutions to the system.

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